Accelerating vocational excellence in the construction sector.
Date: 2025-11-12
Institutions: European Training Foundation, Frøhlich, Karsten, Lunkeit, Andreas, Nielsen, Susanne M
Subjects: building industry, building performance, clean technology, green economy, professional qualifications, reduction of gas emissions, sustainable development, vocational training

ACCELERATING 
VOCATIONAL EXCELLENCE 
IN THE CONSTRUCTION
SECTOR

 
Manuscript completed in June 2025. 

Author: Susanne M. Nielsen, Lead Expert of GRETA (ETF), Karsten 
Frøhlich and Andreas Lunkeit (Danish Technological Institute) 

Peer Reviewers: Romain Boitard (ETF), Cristina Mereuta (ETF) 

The contents of the report are the sole responsibility of the ETF and do not 
necessarily reflect the views of the EU institutions. 

© European Training Foundation, 2025 

Unless otherwise noted, the reuse of this document is authorised under 
the Creative Commons Attribution 4.0 international (CC BY 4.0) licence 
(https://creativecommons. org/licenses/by/4.0/). This means that reuse is 
allowed provided appropriate credit is given and any changes are 
indicated. For any use or reproduction of photos or other material that is 
not owned by the European Training Foundation, permission must be 
sought directly from the copyright holders. 

Luxembourg: Publications Office of the European Union, 2025 
PDF: ISBN 978-92-9157-751-4  doi: 10.2816/3906376 

Please cite this publication as: European Training Foundation (2025), 
Accelerating Vocational Excellence in the Construction Sector, Turin, Italy. 

ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 02 

 
 
 
 
 
 
PREFACE  

Newton’s Second Law of Motion (1687), →F = m × →a, reveals that acceleration arises not just from 
the amount of force applied, but also from its direction. 

The construction sector plays a key role in shaping the world around us, driving the development of 
cities, infrastructure and communities. With the global population expected to add 2.5 billion urban 
residents by 2050, billions of square meters of new buildings and entire cities are being developed 
annually. While ongoing urbanisation in regions like Asia and Africa contributes to this growth, a 
particularly significant reconstruction effort is underway in Ukraine. Due to the ongoing war, the 
country has become one of the world’s largest construction sites, with extensive rebuilding and 
infrastructure projects aimed at restoring cities and communities.  

The sector is resource-intensive, consumes large amounts of energy, and has significant effects on 
biodiversity, making it both a challenge and an opportunity in the context of the green transition. As 
global population growth and urbanisation drive increasing demand for housing and infrastructure, the 
need to decarbonise the construction industry has become more pressing than ever. This transition is 
not just about achieving climate goals; it is also a critical socio-economic priority, as emphasised by 
the Paris Agreement (UNEP, 2025).  

Launched in March 2025, the Union of Skills is the European Commission’s initiative aimed at 
enhancing Europe’s human capital and competitiveness by addressing skills shortages and promoting 
lifelong learning, particularly in vocational education and training (VET) (European Commission, 
2025). Centres of vocational excellence (CoVEs) are integral to this initiative, acting as networks that 
develop local or regional ‘skills ecosystems’ to provide high-quality vocational training. They are 
essential for modernising VET systems by bridging the gap between education and the labour market, 
ensuring that the workforce is ready for future challenges such as the green and digital transitions. 

CoVEs have a key role to play in creating a sustainable and green construction sector, since future 
and current workers have to be provided with the skills, knowledge, and innovation capacity needed to 
address the sector’s significant environmental challenges. Uniting training providers, employers, 
regional authorities, industry associations, research organisations and other possible partners, CoVEs 
can act as focal hubs for innovation, lifelong and adult learning, and skills development across the 
construction value chain – from material production to energy-efficient construction and waste 
management. They can serve as powerful catalysts, addressing the sector’s green skills gap and 
enabling the implementation of advanced technologies, sustainable materials and energy-efficient 
practices. 

 According to the International Labour Organization (ILO), the green transition could create up to 
18 million additional jobs in construction by 2030. However, the sector faces a dual challenge: 
addressing an ageing workforce and replacing retiring workers, especially in countries where 
demographic shifts exacerbate these trends (CEDEFOP, 2023; ILO, 2024). This highlights the 
necessity to make construction careers more attractive and accessible, particularly to younger 
generations. 

While significant efforts are being made to decarbonise the construction sector, progress remains slow 
and off-track to meet global climate objectives. Among the major barriers is a pronounced green skills 
gap, as the knowledge and competencies required to implement innovative technologies and 
sustainable solutions are lacking across the sector’s value chain (BCG, 2023). VET systems, with their 
capacity to provide workers with the necessary qualifications, are critical to addressing this challenge. 
However, this requires a systemic transformation of VET. Training programmes must integrate green 
skills and technologies; educators must be upskilled; and partnerships among VET providers, industry 
players and higher education institutions must be strengthened. 

CoVEs are ideally positioned to lead this transformation by leveraging their unique function as hubs of 
innovation and collaboration. They can champion forward-looking training that specialises in specific 
industrial clusters and is tailored to the needs of learners, industries and regions.  

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 03 

 
 
 
 
Furthermore, vocational excellence can help ensure a just and inclusive transition by addressing 
systemic barriers that often exclude underrepresented and marginalised groups from high-quality 
training and employment opportunities. By tailoring green skills training to the specific needs of these 
groups, such as by offering flexible schedules, accessible training locations and targeted support, 
CoVEs can create pathways for equitable participation in a greener construction sector.  

The European Training Foundation (ETF) is at the forefront of supporting EU neighbouring countries in 
reforming their education and training systems to meet the demands of the green transition. Through 
the global ETF Network for Excellence (ENE), with more than 330 members from over 50 countries, 
the ETF facilitates partnerships, peer learning activities and the sharing of best practices to advance 
vocational excellence. ENE’s global platform brings together a diverse range of VET stakeholders, 
including CoVEs committed to high-quality skills development. ENE’s initiatives are designed to work 
both from the ground up and from the top down, fostering bottom-up initiatives that inspire innovation 
and action within institutions and communities. Building on these insights, ENE provides strategic 
policy advice, offering evidence-based recommendations that guide policy development and reform. 
This advice helps shape education and training systems to align with evolving labour market needs 
and drive systemic change in the VET sector. 

GRETA (Greening Responses to Excellence through Thematic Actions) is ENE’s flagship greening 
initiative. GRETA provides policy advice in supporting VET systems and CoVEs in accelerating 
vocational excellence through targeted, thematic actions, with a strong focus on greening. By help 
CoVEs respond to the challenges and opportunities of the green transition, GRETA empowers skills 
ecosystems to lead innovation, sustainability and inclusive growth. 

This policy paper presents a strategic framework that connects bottom-up innovation with top-down 
policy, emphasizing the urgent need for skills to drive the green transition across the construction 
value chain. Through real-world examples and effective approaches, it shows how partnerships, 
research, training, and financing models can help close the skills gap. The paper offers actionable 
policy recommendations to accelerate vocational excellence. 

It is intended for policymakers, VET providers, industry leaders and social partners committed to 
strengthening VET systems and fostering a green transition. 

We thank ENE members, international practitioners, and the CoVE Community of Practices for their 
inputs during GRETA’s peer learning sessions. We are grateful for insights from the European 
Environment Agency, EBRD, UN Environment Programme, Global Alliance for Buildings and 
Construction, and UNIDO. We value our cooperation with UNESCO-UNEVOC, BIBB (Germany), and 
the Danube Strategy Platform. Finally, thanks to EVTA, EfVET, and EVBB for their continued support. 

The report was drafted by Susanne M. Nielsen, Lead Expert of GRETA at the ETF, along with Karsten 
Frøhlich and Andreas Lunkeit from the Danish Technological Institute. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 04 

 
 
 
 
 
CONTENTS 

PREFACE 

CONTENTS 

EXECUTIVE SUMMARY OF RECOMMENDATIONS 

1. 
1.1. 
1.2. 

2. 

3. 
3.1. 

4. 
4.1 
4.2 
4.3 
4.4 
4.5 
4.6 
4.7 
4.8 

5. 

5.1 
5.2 
5.3 
5.4 

5.5 
5.6 
5.7 
5.8 
5.9 
5.10 
5.11 

INTRODUCTION 
The climate crisis and construction 
International policy initiatives for a green construction sector 

INDUSTRY ADVANCEMENTS AND THE NEED FOR GREEN SKILLS 

DYNAMIC SKILLS ECOSYSTEMS IN SUPPORT OF BUILDING GREEN 
Greening activities of centres of vocational excellence 

BUILDING GREEN: PRACTICE EXAMPLES AND INSIGHTS 
Certification and career guidance promoting employment and training opportunities 
Enabling practice-oriented training 
Teacher training in support of green skills provision 
Integrating green skills into VET programmes 
Enhancing public-private partnerships in VET 
Expanding skills ecosystems – the role of social partners 
Linking research, innovation and skills provision 
Green finance and skills investment 

POLICY RECOMMENDATIONS FOR VOCATIONAL EXCELLENCE IN GREEN 
CONSTRUCTION 
National VET reforms 
Skills ecosystems – vision and multi-level governance 
Design for learning work-based and work-placed learning 
Education and career guidance, and the attractiveness of education and training in the construction 
sector 
Greening and upgrading curricula for digital skills 
Upskilling and reskilling for evolving labour markets 
Teachers’ professional development 
Advancing construction through strategic research and innovation partnerships 
Financing mechanisms 
Internationalising vocational excellence 
Data-driven approaches for demand-led CoVE activities 

SUMMARY OF RECOMMENDATIONS AND CONCLUSIONS 

6. 
Summary of policy recommendations and the implementation framework 
Conclusions 

3 

5 

7 

9 
9 
10 

13 

16 
18 

21 
22 
24 
27 
29 
30 
31 
33 
35 

37 
39 
40 
41 

42 
43 
45 
46 
47 
48 
49 
50 

52 
52 
55 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 05 

 
 
 
 
 
ACRONYMS 

BIBLIOGRAPHY 

56 

59 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 06 

 
 
 
 
 
 
 
 
EXECUTIVE SUMMARY OF RECOMMENDATIONS 

CoVEs represent a new approach to green skills development by acting as local innovation hubs that 
collaborate with partners to create training tailored to regional economic and social needs. They go 
beyond traditional training, driving reskilling and upskilling that support both green transitions and 
inclusive economic growth. 

Accelerating vocational excellence requires a strong and flexible ecosystem supported by clear 
governance, strategic leadership, a culture of quality assurance, coordinated policies, and reliable 
funding. Together, these elements build the momentum needed to transform vocational education for 
sustainability. 

Decarbonising the construction sector is crucial for addressing climate change due to its significant 
emissions and resource use. This shift demands the widespread adoption of green technologies and 
circular economy principles across the entire construction value chain. Equipping workers with green 
skills is essential not only for job creation, but also to ensure an inclusive and just transition. 

The report proposes 11 recommendations to accelerate vocational excellence and systemic green 
transformation in construction. Each recommendation is supported by important reflections to highlight 
its purpose and impact. 

1.  Grant CoVEs greater autonomy 

Giving CoVEs legal and managerial freedom allows them to innovate in green construction training 
and quickly respond to new skill demands. This autonomy supports strong partnerships with 
private-sector players, especially SMEs, and encourages local innovation while ensuring alignment 
with national policies. Balancing local flexibility and national oversight creates a resilient, effective 
training system. 

2.  Build inclusive skills ecosystems 

Skills ecosystems centred on CoVEs bring together governments, industry and communities to 
create shared responsibility for regional green development. These ecosystems adapt to diverse 
local economic conditions—from high-tech hubs to informal sectors—while promoting inclusive 
growth, reskilling opportunities and social equity, ensuring that no one is left behind during the 
green transition. 

3.  Expand work-based learning opportunities 

Practical, on-the-job learning is crucial for mastering green construction skills that classroom 
instruction alone cannot provide. Structured partnerships between CoVEs and companies enable 
diverse learning formats—from apprenticeships to simulations—making training accessible for both 
learners and small firms. Strong collaboration with industry keeps training relevant and up to date 
with technological advances. 

4.  Boost green career guidance and outreach 

Targeted outreach and career guidance initiatives increase the visibility and attractiveness of green 
construction careers. Engaging schools, employment services and industry ensures that outreach 
reaches underrepresented groups such as women and migrants, reshaping sectoral perceptions 
and building diverse talent pipelines through mentorship, site visits and hands-on experiences. 

5.  Revamp curricula for sustainability and digital skills 

Curricula must integrate sustainability and digital competencies (such as building information 
modelling (BIM) and circular economy principles) as core elements, not add-ons. Modular, flexible 
curricula co-developed with industry partners enable continuous updating to reflect emerging 
technologies and evolving labour market needs, fostering lifelong learning and adaptability. 

6.  Develop flexible upskilling and reskilling programmes 

Training programmes should be accessible to all adults—employed or unemployed—through 
modular formats that recognise prior learning and provide personalised pathways. Flexible delivery, 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 07 

 
 
 
 
combined with support services such as childcare, enables marginalised groups to be included, 
ensuring that the workforce can keep pace with the growing demand for green and digital skills. 

7.  Invest in teachers’ continuous professional development 

Continuous upskilling for teachers ensures that they remain knowledgeable about the latest green 
construction practices and effective teaching methods. Industry exposure, digital tools and modular 
training enable educators to deliver high-quality, innovative learning experiences. Supporting 
teachers’ career development sustains the quality and relevance of vocational education. 

8.  Forge strategic research and innovation partnerships 

Partnerships between CoVEs and research institutions accelerate the integration of advanced 
sustainability innovations into training. Innovation hubs and living labs provide practical spaces for 
experimentation and knowledge transfer, helping SMEs engage in green R&D and aligning training 
with regional smart specialisation strategies. 

9.  Establish sustainable financing mechanisms 

Long-term, multi-source financing—including public funds, private partnerships, tax incentives and 
sector levies—is essential to sustain green vocational training. Linking funding to infrastructure 
development and workforce needs under national green strategies ensures stable resources and 
scalable impact. 

10. Promote international quality frameworks and mobility 

Aligning qualifications with international standards and promoting learner and staff mobility 
enhance skills recognition, intercultural competence and institutional collaboration. These efforts 
enable CoVEs to serve as international platforms for shared innovation and inclusive green 
workforce development. 

11. Adopt data-driven, outcome-oriented approaches 

Using clear metrics and continuous skills forecasting ensures that training programmes respond 
effectively to labour market and technological changes. Ongoing dialogue among education 
providers, industry and policymakers enables timely curriculum updates and innovation, supported 
by digital platforms and stakeholder forums that promote real-time collaboration. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 08 

 
 
 
 
1. 

INTRODUCTION 

This thematic report presents a comprehensive approach to advancing vocational excellence in green 
construction by connecting bottom-up practice with top-down policy formulation. The report examines 
the construction sector’s significant environmental impact and its critical role in the green transition, 
establishing the urgent need for skilled workers capable of implementing sustainable practices across 
the construction value chain. 

The heart of the paper lies in its rich collection of practice examples – real-world initiatives that 
demonstrate how CoVEs and other stakeholders are addressing the green skills gap through 
innovative training approaches. These empirical cases span multiple dimensions of skills ecosystems, 
including certification pathways, practice-oriented training, teacher development, curriculum 
integration, public-private partnerships, research collaboration and green finance. 

Drawing on these ground-level insights, the paper examines the strategic role of CoVEs as dynamic 
skills ecosystems – networks that connect education providers with industry, government and other 
stakeholders to drive innovation in vocational training. This systemic perspective provides the 
foundation for policy recommendations that translate practical lessons into strategic guidance for 
policymakers, education providers and industry leaders. 

1.1.  The climate crisis and construction 

The climate crisis is among the greatest threats faced by humanity today. Rising temperatures have 
severe consequences, ranging from natural degradation and extreme weather events to risks for 
human health and socio-economic stability. The Climate Adaptation Report by the UN Environment 
Programme (UNEP) highlights that global average temperatures are rapidly nearing 1.5°C above pre-
industrial levels, with current mitigation efforts falling far short of meeting the long-term temperature 
targets set by the Paris Agreement (UNEP, 2024b). To successfully mitigate the effects of climate 
change, we need to reduce carbon emissions and ensure more sustainable use of resources in line 
with the green transition, which ultimately means a shift towards net-zero emissions and a circular 
economy. 

Because this transformation affects all economic activities and sectors, it requires fundamental 
adjustments to skills development. Education and training systems must be strengthened and better 
equipped to provide the workforce with the values, skills and qualifications needed to develop and 
implement innovative green solutions. Currently, labour demand for workers with green skills 
continues to outpace supply. Between 2022 and 2023, for instance, a global 12% increase in workers 
acquiring green skills was met by a rise of 22% in job postings requiring at least one green skill (WEF, 
2025). This trend seems particularly concerning, as it is estimated that only one in eight workers 
globally possess one or more green skills (LinkedIn Economic Graph, 2023). 

Since the shift towards sustainable economies will have varying impacts on workers, employers and 
communities, ensuring a just transition characterised by fairness, equity and inclusivity for all involved 
is crucial. For instance, many workers in high-carbon industries risk losing their employment while 
lacking the skills required for jobs in emerging green sectors. They and other affected stakeholders 
must not be left behind, but be given equal opportunities to contribute to and benefit from the green 
transition (GIZ, 2023a).  

The European Training Foundation (ETF) supports human capital development in EU neighbouring 
countries by helping them reform their education and training systems in favour of social mobility and 
inclusion and alignment with labour market needs.  

GRETA – Greening Responses to Excellence through Thematic Actions – is the ETF’s initiative aimed 
at advancing vocational excellence for the green transition. It supports centres of vocational 
excellence (CoVEs) in adapting to the challenges and opportunities of the green transition through 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 09 

 
 
 
 
partnerships, peer learning, and the exchange of practices within the scope of the global ETF Network 
for Excellence (ENE). Previous GRETA activities have examined approaches to greening various 
aspects of VET systems, including institutional strategies, curriculum development, teacher training, 
partnerships and funding mechanisms. More recently, GRETA has focused on the role of CoVEs in 
the greening of the construction sector by implementing open ‘BUILDING GREEN’ learning sessions 
for ENE members on relevant themes for skills delivery supporting a green transition in building and 
construction. 

The construction sector is one of the most significant contributors to climate change, estimated to 
account for 21% of all global greenhouse gas (GHG) emissions. In 2024, the operation and 
construction of buildings accounted for 34% of worldwide energy demand and contributed to 34% of 
energy- and process-related global CO2 emissions (UNEP 2025; IEA, 2024) In addition, building and 
construction activities have a significant environmental footprint, including resource depletion, high 
water consumption, waste generation, local pollution and biodiversity loss. 

In the EU alone, the construction sector accounts for 50% of all raw materials consumed annually and 
uses 1.8 billion tonnes each year (EEA, 2024). As of 2019, the share of secondary materials used in 
construction activities worldwide was approximately 9%, while global population growth and continuing 
urbanisation are fuelling the need for further floor space and supply infrastructure, thus increasing 
resource demand (UNEP, 2024c). Mining and quarrying for raw materials used in construction, such 
as cement and concrete, lead to significant biodiversity loss and land-use changes, which can also be 
the consequence of activities extending the built environment. A further environmental challenge is the 
pollution resulting from construction, renovation and demolition activities. They generate around 
100 billion tonnes of waste globally each year and emit air pollutants, such as toxic dust from cement 
(UNEP, 2022; EEA, 2024). 

Against this background, urgent action is needed to decarbonise the construction sector and support 
its shift towards circular resource consumption and sustainable practices, in terms of extending, 
renovating, demolishing and operating the built environment. The promotion of vocational excellence 
and high-quality skill provision for future and existing workers in construction must be an intrinsic part 
of such efforts. This is because these workers must be provided with the knowledge and values 
needed to act with greater resource and climate awareness, and need to be given the technical skills 
to implement innovative technologies and practices, such as the installation and operation of 
renewable energy solutions or intelligent building management systems. 

As network organisations promoting vocational excellence, CoVEs are of key importance in this 
context. CoVEs typically consist of one or more VET providers collaborating with economic, 
educational, social and political partners. Together, they form local or regional ‘skills ecosystems’ with 
the aim of providing high-quality VET skills and strengthening regional development and growth. 
CoVEs are characterised by an extended scope of activities, high-quality performance, and the 
capacity to adapt and evolve to meet stakeholders’ needs. They often play a leading role in the VET 
system, acting as models, coordinators or pathfinders for other VET providers (ETF, 2023a). 

In the following subsection, this thematic report introduces recent international policy initiatives for 
building green. Section 2 examines technological advancements and discusses the need for green 
skills in the construction sector. Section 3 focuses on how CoVEs promote the green transition. 
Section 4 contains practice examples and insights originally shared during the four thematic online 
sessions on building green within the GRETA partnership. The final section, Section 5, builds on key 
insights from the preceding sections and provides policy recommendations for strengthening 
vocational excellence and the contribution of CoVEs in greening the construction sector. 

1.2. 

International policy initiatives for a green construction sector 

The greening of the construction sector presents a pressing challenge, as progress towards its 
decarbonisation is slow and off track to meet the 2050 target. For instance, while the sector’s energy 
consumption continues to rise, only 7% of global energy consumption in buildings came from 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 10 

 
 
 
 
renewable sources in 2022 (IEA, 2023; UNEP, 2024a). It is therefore evident that more decisive action 
is required – a view echoed by recent efforts at the international policy level1.  

Among the prominent examples are results from the two previous UN Climate Change Conferences 
(COP). COP28 marked the launch of Buildings Breakthrough, a platform for international collaboration 
on ensuring the prevalence of near-zero emissions and climate-resilient buildings by 2030 
(GlobalABC, 2023). In the wake of this initiative, the first Buildings and Climate Global Forum was held 
in March 2024, bringing together high-level representatives, experts and other key stakeholders 
committed to greening the built environment. The forum concluded with the Declaration de Chaillot, a 
document adopted by representatives of 70 countries, aimed at boosting climate mitigation and 
adaptation in building construction and renovation (Buildings and Climate Global Forum, 2024; UNEP, 
2024d). 

With the Declaration, the signatory ministers established the Intergovernmental Council for Buildings 
and Climate (ICBC). It provides a structured forum for intergovernmental cooperation on addressing 
the building sector’s climate challenges. Supported by the Global Alliance for Buildings and 
Construction (GlobalABC, hosted by the UN Environment Programme), it promotes the alignment of 
national building-sector policies with global climate goals; monitors and shares progress; and guides 
global action through technical briefs and policy recommendations. The ICBC was officially 
institutionalised at COP29 during a high-level round table focusing on green construction, energy-
efficiency in buildings, and climate resilience (GlobalABC, 2024). 

Under the Paris Agreement, each committed country is obligated to prepare and submit national 
climate action plans, also called Nationally Determined Contributions (NDCs). At COP29, ministers, 
mayors and other world leaders discussed the economic, health and social benefits of building green 
and highlighted how the forthcoming NDCs 3.0 – due in 2025 – can stimulate climate mitigation and 
adaptation in the construction sector. The GlobalABC and the Franco-German Programme for Energy 
Efficiency in Buildings (PEEB) have jointly published guidance for policymakers and practitioners on 
how to integrate building green initiatives in the 2025 NDC revision (PEEB & GlobalABC, 2024; 
UNFCC, n.d.). 

The OECD has been actively supporting the decarbonisation of the construction sector through a 
range of initiatives, including policy seminars and round tables on sustainability in the built 
environment. Through its Decarbonising Buildings in Cities and Regions programme, the OECD has 
provided insights on best practices and challenges in building green, and has developed policy 
recommendations to guide national, regional and local governments. Recent programme outputs 
include a monitoring of national policies for decarbonising and climate-proofing buildings in 28 
countries (OECD, 2024a; OECD, 2024b). 

At European level, the European Commission announced a Renovation Wave strategy in 2020 as part 
of the European Green Deal. Recognising that many EU buildings were built before 2000 and have 
poor energy performance, this initiative aims to double Europe’s renovation rate by 2030 to achieve 
higher energy and resource-efficiency in the built environment (European Commission, 2021a). As 
one of the key actions under the strategy, the revised Energy Performance of Buildings Directive 
entered into force in all EU Member States in May 2024. It aims to progressively reduce GHG 
emissions and energy use in the construction sector by boosting energy renovation rates, supporting 
better air quality and promoting the roll-out of sustainable transport infrastructure (European 
Commission, 2024a). It is a key step in aligning the building sector with the EU’s climate neutrality 
goals for 2050.  

The European Training Foundation (ETF) supports human capital development in the EU’s 
neighbouring countries, encompassing regions such as the Middle East and North Africa (MENA), the 
Western Balkans, and Eastern Europe, including Ukraine. Across these diverse regions, the built 
environment faces various challenges, including the impact of ongoing and recent conflicts, extreme 

1 While there are many national and sub-national policy initiatives related to building green, this section focuses exclusively 
on international policy efforts, in line with the ETF’s focus on global cooperation in changing and innovating lifelong learning 
systems. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 11 

 
 
 
 
 
temperatures, environmental degradation and water stress. These factors underscore the relevance of 
international policy efforts focused on building green and sustainable reconstruction. For instance, the 
World Green Building Council (WorldGBC – an international NGO) has produced a policy framework 
for the sustainable reconstruction and recovery of the built environment in the Southern and Eastern 
Mediterranean in partnership with the UN Human Settlements Programme (UN-Habitat). Supported by 
the European Bank for Reconstruction and Development (EBRD), the framework presents key issues 
and approaches under six themes, such as efficient resource utilisation, climate resilience and the 
integration of social and economic resilience (EBRD, UN-Habitat & WorldGBC, 2022). Ukraine, in 
particular, is expected to become one of the world’s largest reconstruction sites following the military 
invasion and aggression by Russia, highlighting the urgent need for green building practices and 
skilled workforce development in its construction sector. For further information on how the ETF 
supports the development of vocational education and training in EU neighbouring countries, please 
visit the ETF website. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 12 

 
 
 
 
2. 

INDUSTRY ADVANCEMENTS AND THE NEED 
FOR GREEN SKILLS 

Key message 

The construction sector must integrate advanced green technologies and sustainable materials across 
all stages to achieve decarbonisation and resource-efficiency. This requires a workforce skilled in 
building information modelling (BIM) and generative design, renewable energy systems, sustainable 
materials (e.g. cross-laminated timber), modular construction, 3D printing, circular economy principles 
and green building standards (LEED, BREEAM). Continuous upskilling and strong digital literacy are 
essential to keep pace with evolving environmental regulations and technological innovations. 

Innovative approaches and solutions are needed across the entire construction value chain to 
succeed in the greening of the construction sector. Financing green construction projects is crucial for 
decarbonising the sector and achieving global sustainability goals, as it enables the adoption of 
energy- and resource-efficient technologies alongside circular economy principles. Adequate funding 
supports the development of a skilled workforce, empowers businesses to invest in green innovation, 
and stimulates market demand for less carbon-intensive buildings. In practice, this translates to 
deploying more sustainable practices and technologies across the entire construction value chain.  

The construction value chain encompasses all stages, from planning, design and financing to material 
production, logistics, construction, operation, renovation, and ultimately deconstruction or demolition. It 
involves a wide array of stakeholders, including architects, engineers, manufacturers, contractors, 
suppliers, facility managers and waste processors, each contributing to a building’s life cycle. 
Understanding the full value chain is crucial because sustainability challenges and opportunities are 
distributed across all these stages, not confined to the construction site alone (GIZ, 2023a). For 
example, decisions made in the design phase – such as material selection or building orientation – 
directly influence energy consumption, resource use and recyclability later on. Likewise, the sourcing 
and production of construction materials have a significant impact on emissions and resource 
extraction, underlining the need for green skills in material science and procurement.  

To achieve the circular flow of resources and reduce environmental impact, it is essential that players 
across the value chain cooperate (WEF, 2024). Technological advancements and the adoption of 
sustainable practices play a crucial part in this endeavour. New digital technologies, for instance, can 
improve the energy- and resource-efficiency of buildings in their design stage. A specific example is 
generative building design, where users enter different data points – such as design goals, materials 
and cost constraints – into software, using sophisticated algorithms to analyse and explore a vast 
range of design possibilities. Generative building design typically leverages building information 
modelling (BIM) software, which combines 3D modelling of the physical and functional characteristics 
of a building or infrastructure facility with rich data integration (e.g. geospatial, part- and material-
based information). By using specified parameters, architects and other construction partners can 
optimise building design for factors like natural lighting, material use and natural ventilation (Foster, 
2023; Sharon, 2023). 

A trend towards greater use of sustainable materials is another contributing factor. For instance, 
cross-laminated timber (CLT) is increasingly utilised as a bio-based building material, offering strength 
comparable to concrete and steel while being significantly lighter. CLT’s lighter weight reduces 
transportation emissions, and its bio-based nature contributes to carbon sequestration. Furthermore, 
its prefabricated nature allows for efficient construction and minimises on-site waste (Rany, 2023). 
Other examples of renewable building materials include the use of cork in flooring, valued for its 
durability and acoustic insulation properties; the use of eelgrass in acoustic and thermal insulation, 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 13 

 
 
 
 
 
providing a locally sourced and biodegradable alternative; and the use of hempcrete, a mixture of 
hemp fibres and lime, as a key ingredient in concrete, offering better insulation and lower embodied 
carbon than traditional concrete (Hirshberg, 2023; INRAE, 2023; Nordic Innovation, 2024). Bamboo, 
with its rapid growth and high strength, is also gaining traction as a sustainable structural material, 
particularly in regions where it is readily available. Mycelium, the root structure of fungi, is being 
explored as a biodegradable and versatile material for – among other use cases – insulation and 
structural components (Yadav & Mathur, 2021; Madusanka, 2024). Furthermore, there are growing 
efforts to reduce the consumption of virgin resources by developing technologies and processes for 
greater use of recycled materials – such as bricks, concrete, steel and wood – reclaimed from building 
deconstruction (ECESP, 2021). 

Construction processes are also moving towards greater resource-efficiency, thanks to technological 
developments. One example is prefabrication, where building components are pre-built off-site in 
controlled factory settings to increase efficiency and minimise waste, then later transported to the 
construction site and assembled there. Prefabrication not only reduces material waste, but also 
improves quality control, speeds up construction time, and minimises on-site disruption. Another 
example is 3D printing with concrete, where building components or entire structures can be printed 
with great precision on-site, minimising material consumption and allowing for complex designs that 
would be difficult or impossible to achieve with traditional methods (Tabassum & Ajaz, 2023; UCEM, 
2024). Moreover, a greater focus on design for deconstruction (DfD) principles, which prioritise easy 
disassembly and reuse of building components at the end of a building’s life, is transforming 
construction processes and contributing to a more circular and sustainable built environment 
(European Commission, 2024b). 

Finally, advancements are made in terms of greening the operation of buildings. For instance, 
integrating green roofs and façades has numerous benefits, including improved building insulation and 
air quality (Nasr, 2024). Solar photovoltaic systems can be added to buildings to reduce their carbon 
footprint and improve energy independence. Last but not least, building management systems, 
comprised of software, sensors and other devices, allow for greater energy-efficiency by intelligently 
managing lighting, heating and cooling based on the real-time occupancy of buildings and 
environmental conditions (Rawal, 2024; BUILD UP, 2024).  

The shift to more sustainable working methods and technologies, such as those exemplified above, 
translates to a significant demand for green skills in the construction sector. Across all skill levels, 
competencies linked to energy efficiency and circular economy principles are required, while there is 
also a growing need for specialist workers able to implement greening technologies and solutions 
(GIZ, 2023a). This impacts the entire value chain, from planning and design to construction, operation, 
and eventual deconstruction or demolition, thus influencing diverse occupational profiles. Workers 
need both sector-specific knowledge of sustainable practices and green building certifications (e.g. 
LEED and BREEAM), as well as transferable skills like digital literacy, problem-solving and 
adaptability. The increasing use of BIM and other digital tools requires enhanced digital competencies 
across the workforce. Furthermore, prefabrication, modular construction and 3D printing demand 
specialist technical skills in operating advanced equipment and managing innovative processes. The 
drive for greater energy- and resource-efficiency necessitates expertise in renewable energy 
integration, material recycling, design for deconstruction, and sustainable waste management. This 
translates to a need for occupation-specific green skills, including carpenters skilled in prefabrication 
and low-carbon materials; electricians specialising in photovoltaics and energy-efficient lighting; 
plumbers proficient in rainwater harvesting and greywater recycling; HVAC technicians trained in 
geothermal systems; and insulation installers adept at applying eco-friendly materials. 

The table below offers an overview of green skill needs in construction. It is not exhaustive but 
illustrates the range of skills needed for a more sustainable construction sector. The table also 
features examples of occupation-specific skills focusing on vocational professions. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 14 

 
 
 
 
 
 
Table 1: Overview of green skill needs in sustainable construction 

Generic/ 
transferable 
skills: 

Sector-specific 
skills: 

Occupation-
specific skills: 
(focus on 
vocational 
professions) 

Leadership, teamwork and project management skills for coordinating construction projects and 
cross-sectoral collaboration. 
Digital literacy, including the use of building information modelling (BIM), digital twins, and other 
construction-related software. 
Communication skills for engaging with stakeholders, clients, public agencies and team 
members. 
Problem-solving and adaptability to new regulations, technologies and market requirements. 
Self-learning and commitment to lifelong learning, including the ability to upskill as technologies 
change. 
Entrepreneurial skills for identifying business opportunities in green construction and managing 
small enterprises. 

Knowledge of sustainable construction methods (e.g. passive house design, modular and 
prefabricated construction). 
Understanding and applying circular economy principles and life cycle approaches in 
construction (design for deconstruction, recycling of materials). 
Familiarity with innovative, eco-friendly and local building materials (e.g. cross-laminated timber, 
hempcrete, biodegradable paints). 
Skills in energy efficiency, renewable energy integration (e.g. installation of solar PV, heat 
pumps, energy management systems). 
Awareness of water and resource conservation strategies (e.g. integrated water, wastewater and 
waste disposal systems, and greywater recycling). 
Knowledge of building codes, certification standards (e.g. LEED, BREEAM, EDGE) and 
regulatory compliance. 
Understanding occupational health and safety in the context of new green technologies and 
materials. 

Electricians: Installation, commissioning and maintenance of photovoltaic (solar) systems, energy 
management systems and energy-efficient lighting; integration of smart building controls. 
Plumbers / gas fitters: Installation of rainwater harvesting, greywater recycling, and efficient 
plumbing systems; set-up and maintenance of heat pumps and solar thermal systems. 
HVAC technicians: Installation and maintenance of energy-efficient heating, ventilation and air-
conditioning systems, including passive/active cooling, heat recovery and phase-change 
materials. 
Carpenters: Use of sustainable and local timber (e.g. cross-laminated timber), modular 
construction assembly, and traditional craftsmanship adapted to modern green standards. 
Bricklayers: Application of eco-friendly bricks (e.g. compressed earth bricks), natural insulation, 
and techniques that reduce embodied carbon and waste. 
Roofers: Installation of green roofs, integration of solar panels into roofing, and application of 
advanced insulation materials. 
Painters: Use of biodegradable and low-VOC paints, sustainable surface treatments. 

Source: Authors’ elaboration based on GIZ, 2023a. 

Currently, only around 25% of workers in the construction sector are estimated to have at least one 
green skill (LinkedIn Economic Graph, 2023). A large share of the existing construction workforce 
therefore needs upskilling and reskilling to adapt to new technologies, materials and processes related 
to building green. This highlights the importance of targeted training programmes that address specific 
green building skills and consider lifelong learning. As the construction industry keeps evolving, 
continuous learning and professional development are crucial for construction workers to stay up to 
date with the latest advancements. 

It is likewise essential to attract new talent by promoting construction careers and developing 
educational programmes that equip young students with the knowledge and skills needed to build 
green. According to global estimates by the International Labour Organization (ILO), the green 
transition could create up to 18 million additional jobs in construction by 2030. At the same time, the 
sector is challenged by an ageing workforce – at least in some countries – and must replace many 
retiring workers (CEDEFOP, 2023; ILO, 2024). 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 15 

 
 
 
 
3.  DYNAMIC SKILLS ECOSYSTEMS IN SUPPORT 

OF BUILDING GREEN 

Key message 

Centres of vocational excellence (CoVEs) lead the green transition in the construction sector through a 
whole-institution approach, embedding sustainability across curricula, teaching, partnerships, funding 
and policies. This holistic integration ensures that green skills become a core part of vocational 
education. 

At the same time, CoVEs operate as dynamic skills ecosystems – flexible networks that bring together 
VET providers, employers, industry, authorities and research partners. This collaboration enables CoVEs 
to quickly adapt training to evolving green technologies and sector needs, making them especially 
effective in addressing the complex, fast-changing demands of sustainable construction. 

CoVEs can help lead the way in the greening of the construction sector. They can be described as 
dynamic skills ecosystems – meaning networks of VET institutions and a wide range of local or 
regional stakeholders that collaborate on skills provision, innovation, regional development and social 
inclusion. The composition of CoVEs is flexible and adaptable: depending on evolving needs, their 
core partnerships may be driven by VET providers, sector associations, employers, public authorities 
or other relevant stakeholders, with leadership roles possibly shifting as priorities change. 

KEY FEATURES OF CENTRES OF VOCATIONAL EXCELLENCE (COVES) 

▪  Specialised focus: CoVEs excel in specific vocational fields, using a bottom-up, responsive 

approach. 

▪  Flexible and adaptive: Open to new partnerships (e.g. research centres, start-ups) and quick to 

adapt training to tech, regulation and labour trends. 

▪  Strong partnerships: Collaborate with employers, industry and local/regional governments to ensure 

that training reflects real-world needs. 

▪  Innovation hubs: Engage in applied research, pilot new methods and promote entrepreneurship 

among students. 

▪  International outlook: Active in global networks like the ETF’s Network for Excellence to share best 

practices. 

▪  Lifelong learning: Support upskilling and reskilling for both youth and adults. 
▪  Access to funding: Leverage public-private financing (EU funds, development banks, etc.) for 

sustainable growth and green projects. 

▪  Agile and future-ready: Especially valuable in sectors like construction, where they adapt training to 

green technologies and emerging skills needs 

CoVEs distinguish themselves by specialising in specific vocational fields and taking a bottom-up 
approach to vocational excellence. Their ability to adapt allows them to integrate new partners, such 
as research organisations, civil society or start-ups, when opportunities for collaboration or innovation 
arise. Harnessing close partnerships between VET providers, employers, industry associations, and 
local or regional governments, CoVEs can deliver high-quality training that is continually updated to 
reflect technological advances, regulatory shifts and changing labour market demands. They are agile 
in responding to employer feedback and labour market intelligence, focused on adjusting their 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 16 

 
 
 
 
 
 
curricula and training offers accordingly, and aim to promote lifelong learning through upskilling and 
reskilling initiatives for both young learners and adults.  

By engaging with companies and universities in applied research projects, piloting new approaches 
and promoting entrepreneurial initiatives among students, CoVEs serve as hubs of experimentation 
and innovation, supporting local business development and driving regional transformation. They seek 
partnerships across borders and participate in international networks to promote knowledge and best 
practices within VET, such as the ETF’s Network for Excellence (ENE) (ETF, 2023b). 

A critical feature of these ecosystems is access to financing, which may stem from public funds or the 
inclusion of financing players, such as development banks, grant-giving agencies, public-private 
partnerships, EU funds and private investors. These stakeholders play a pivotal role by enabling 
CoVEs to access the necessary resources for developing new curricula, investing in sustainable 
infrastructure, upskilling teaching staff, implementing green projects, and other relevant activities. As 
the green transition accelerates, collaboration with financial institutions and targeted funding initiatives 
is becoming ever more important for ensuring that CoVEs can lead in sustainability and excellence 
(ETF, 2023b). 

The unique attributes of CoVEs – including specialisation, adaptable partnership structures, close 
industry ties, emphasis on innovation, lifelong learning and an international outlook – position them as 
pivotal players in developing a skilled and resilient workforce ready for a just and green transition. 
Their adaptability is especially valuable in the context of the construction sector, where the value chain 
is complex and rapidly evolving, being comprised of a wide range of stakeholders from material 
suppliers and designers to contractors, regulators and end users. As new green technologies, 
materials and standards emerge, CoVEs can reconfigure their partnerships, update training content, 
and engage relevant stakeholders across the value chain to address emerging skill needs. This agility 
enables them to respond to sectoral shifts, integrate cutting-edge sustainability practices, and ensure 
that training remains aligned with both immediate industry demands and long-term environmental 
goals (ETF, 2023a).  

The infographic below visualises the dynamic skills ecosystem for construction, presenting the range 
of stakeholders that can be included, as well as describing their individual contributions: 

Figure 1: The dynamic skills ecosystem for construction 

Source: Authors’ elaboration based on ETF, 2023b. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 17 

 
 
 
 
Through vocational excellence in education, collaboration and innovation, CoVEs can champion 
practical and inclusive solutions to climate challenges while inspiring and guiding the development of 
other local and regional training providers. Their dynamic and responsive nature makes them 
particularly well-suited to bridge the significant green skills gap in the construction sector, thereby 
contributing meaningfully to reducing its overall climate and environmental impact. The following 
section examines how CoVEs in ENE are advancing the greening of VET, with specific examples of 
how they promote innovation and skills for the green transition.  

Against this background, CoVEs are vital for bridging the significant green skills gap in the 
construction sector, and thus have an important role to play in reducing its overall climate and 
environmental impact. The following section examines how the ETF’s GRETA partnership supports 
the greening activities of CoVEs, while also presenting specific examples of how CoVEs can promote 
innovation and skills for a more sustainable construction sector. 

3.1.  Greening activities of centres of vocational excellence 

Using a whole-institution approach is essential for effectively greening VET and developing green 
skills for the transition to a sustainable economy. GRETA has developed a whole-institution approach 
tailored specifically to the unique characteristics of CoVEs. This approach ensures that sustainability is 
integrated across all areas of the institution – curricula, operations, partnerships and policies – helping 
CoVEs lead the green transition and equip learners with the skills needed for the future. 

This whole-institution approach ensures that sustainability is fully integrated into every aspect of a 
VET institution’s operations, making it a central part of the institution’s identity and activities, aligning 
them with the broader goals of the green transition. It fosters a culture of environmental responsibility 
that permeates all activities, from curriculum design to institutional policies. The approach includes 
several key dimensions, each contributing to the integration of sustainability: 

1.  Curricula: A primary focus is on aligning training programmes with green skills and sustainable 

practices. CoVEs ensure that their curricula are continuously updated to reflect advancements in 
green technologies and environmental challenges. This enables learners to gain the competencies 
necessary to thrive in a low-carbon, sustainable economy and equips them with the skills required 
by industries undergoing the green transition. 

2.  Teacher training: Another vital component is preparing educators to teach green topics effectively. 
CoVEs invest in professional development for teachers to ensure that they have both the subject 
knowledge and teaching methods needed to integrate sustainability into their lessons. This helps 
educators inspire students to adopt green practices and foster innovation in sustainability. 

3.  Partnerships: The success of this approach depends on strong collaborations with external 

stakeholders. CoVEs build relationships with industry leaders, local governments, NGOs and other 
relevant organisations to ensure that the training provided aligns with market needs. These 
partnerships offer learners practical experience in sustainability and ensure that education is 
grounded in real-world, sustainable practices. 

4.  Funding and investment: The approach also emphasises securing the resources needed to 

advance sustainability. This includes investments in green infrastructure, such as energy-efficient 
facilities or renewable energy technologies, as well as ensuring that financial resources are 
directed towards supporting sustainable initiatives within the institution. Public-private partnerships 
are particularly important, as they enable CoVEs to access additional funding, expertise and 
support from both the public and private sectors. 

5.  Strategies and policies: CoVEs develop comprehensive, long-term strategies and policies that 

embed sustainability at all levels of the institution. These strategies cover everything from 
governance to daily operations, ensuring that sustainability is not treated as a separate initiative but 
is woven into the institution’s mission, values and practices. By establishing clear policies and long-

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 18 

 
 
 
 
term goals, CoVEs ensure the continued focus on sustainability and support for the green 
transition. 

Together, these dimensions create a holistic, coordinated approach that enables VET institutions to 
play a central role in fostering sustainability and driving the green transition across industries. 

To foster the greening of the construction sector, VET providers need to collaborate closely with 
employers and relevant industry associations to research current and future skill needs within the 
industry and align training programmes accordingly. Collaborations with companies to this end can be 
challenging, partly because skill needs may differ across consulted employers, but primarily because 
formal education systems tend to adapt slowly to shifting labour market demands. The need for 
greater adaptability to industry demands is one of the main reasons CoVEs are being ‘purpose-built’ or 
created as designated entities in line with national or regional arrangements in some countries, 
particularly those with evolving VET systems (European Commission, 2019). 

Beyond strong collaborations with employers, CoVEs can support the greening of the construction 
sector in further ways. At a general level, initiatives can focus on fostering a green mindset among 
students, for example by transferring knowledge of the construction sector’s climate and 
environmental impact and the importance of energy conservation and waste reduction for 
decarbonisation. Building on this foundation, students can be encouraged to explore innovative 
solutions through participation in competitions or engagement in applied research projects facilitated in 
collaboration between VET providers and research organisations. In Denmark, for example, a 
collaboration between several universities and VET institutions is currently developing more 
sustainable and climate-friendly construction processes. Under the name Knowledge-Based Green 
Transition of Carpentry Education, the project involves training courses for carpentry students in 
participating VET schools. These students will build and test the qualities of wall elements using hemp 
blocks (instead of aerated concrete) and seaweed for insulation (University of Copenhagen, 2023). 

As previously mentioned, many existing workers in the construction sector lack green skills, which 
poses a significant challenge for the industry. Most prominently, there is a growing demand for 
expertise in retrofitting and sustainable refurbishment techniques, familiarity with low-carbon and eco-
friendly building materials, proficiency in energy efficiency assessment and environmental building 
modelling, knowledge of waste reduction and circular construction practices, and experience with 
environmental certification standards (Atkins Search, 2025). It is thus essential that CoVEs 
specialising in construction offer reskilling programmes and on-the-job training to provide existing 
workers with relevant skills. Since CoVEs cannot bridge the construction sector’s green skills gap 
alone, they must collaborate with other VET schools and training providers, helping them strengthen 
their training content and quality by sharing state-of-the-art knowledge of green building practices and 
technologies. 

The examples above underline the importance of strong partnerships focused on skills provision and 
innovation to support green building efforts. As local or regional skills ecosystems, CoVEs specialising 
in construction act as strategic enablers of sector greening, leveraging the strengths of various 
stakeholders – including VET providers, local and regional authorities, construction companies and 
associations, NGOs, and research organisations – to deliver vocational excellence and green building 
skills. 

This collaborative approach aligns well with the smart specialisation framework, which encourages 
regions to identify and build on their unique strengths and competitive advantages (ETF, 2019; 
European Commission, 2021b). By adopting smart specialisation principles, CoVEs can enhance their 
effectiveness through targeted prioritisation of regional construction assets and capabilities. Rather 
than implementing generic green skills programmes, smart specialisation enables skill providers to 
focus on specific areas where their region has distinct potential to excel in sustainable construction. 
For some regions, for instance, it may make sense to focus on energy renovations, while other regions 
with a particularly old building mass may focus on reusing building materials from deconstruction. 

The advantages of this approach are substantial. First, it ensures that VET programmes are tailored to 
regional market needs, producing graduates with skills directly relevant to local green construction 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 19 

 
 
 
 
projects and employers. Second, it fosters enhanced stakeholder collaboration through the quadruple 
helix model, bringing together public authorities, businesses, academia and civil society to co-create 
responsive training solutions. This collaborative ecosystem enables skill providers to rapidly adapt to 
technological innovations and evolving regulatory frameworks in sustainable construction. 

Furthermore, aligning with smart specialisation priorities and the Union of Skills opens access to 
targeted funding streams from EU and regional sources (European Commission, 2023), to support the 
development of specialist green skills curricula and teaching infrastructure. It also promotes a culture 
of excellence and innovation by connecting VET providers with research institutions and businesses. 

By establishing resilient mechanisms for continuously upskilling and reskilling the existing workforce, 
CoVEs can ensure that construction professionals remain at the forefront of green technologies and 
practices, supporting the sector’s sustainable transformation while addressing regional development 
priorities. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 20 

 
 
 
 
4.  BUILDING GREEN: PRACTICE EXAMPLES AND 

INSIGHTS 

Key message 

The GRETA initiative highlights the power of peer learning and collaboration among diverse stakeholders 
to advance sustainable construction skills. By exploring different dimensions – such as career guidance, 
hands-on training, teacher development, green curricula, partnerships, innovation and financing – 
participants gain valuable insights that help build a more adaptable and future-ready workforce. This 
collective approach fosters vocational excellence and sustainability, showing how sharing best practices 
across regions and sectors can drive a stronger, greener construction industry. 

As part of the GRETA initiative, a series of online learning sessions titled ‘BUILDING GREEN – 
together’ focus on promoting sustainable construction practices within the partnership. These sessions 
have brought together a diverse group of international stakeholders, including representatives from 
CoVEs, government, industry associations, research organisations and others. The goal is to 
exchange knowledge and best practices on developing vocational education and training (VET) to 
support a sustainable construction sector. Key topics discussed include student recruitment, 
curriculum development, inclusive practices, public-private partnerships, skills delivery and teacher 
training. 

The following is a selection of practice examples shared during the ‘BUILDING GREEN – together’ 
sessions, as well as additional inspiring cases2.  

To provide a comprehensive understanding of how different stakeholders are addressing the green 
skills gap in the construction sector, the examples have been categorised to reflect key dimensions of 
skills ecosystems for sustainable construction. These include: 

▪  Career guidance and certification to align workforce competencies with industry needs. 

▪  Practice-oriented training to ensure hands-on experience in green construction. 

▪  Teacher training, enabling educators to deliver high-quality green skills. 

▪  Integrating green skills into VET curricula to support the green transition. 

▪  Public-private partnerships to ensure training relevance and innovation.  

▪  Expansion of skills ecosystems through collaboration with social partners. 

▪  Collaboration with research and innovation partners to align cutting-edge advancements with skills 

provision. 

▪  Green finance and investment to strengthen skills development. 

Together, these categories represent fundamental dimensions of skills provision and innovation, 
serving as key enablers for both vocational excellence and the greening of the construction sector. 
They offer not only practical insights, but also strategic direction for those working to build a workforce 
equipped for the demands of a sustainable future. In the current context of rapid environmental and 
technological change, excellence in vocational education and training is no longer defined solely by 
technical competence. It increasingly depends on the integration of sustainability, adaptability and 

2  The  case  descriptions  are  based  on  presentations  given  at  the  GRETA  online  seminars,  as  well  as  any  additionally 
referenced literature. More information, including presentations and seminar reports from the building green sessions, can 
be found on the ETF’s GRETA blog. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 21 

 
 
 
 
 
 
relevance. These themes reflect a holistic and forward-looking approach, where each element 
contributes to a coherent, systemic shift in how skills are developed and delivered. Vocational 
excellence and sustainability are mutually reinforcing progress as one strengthens the other. 
Advancing both in tandem is essential for building a construction sector that is resilient, future-
oriented, and aligned with the goals of a green transition. 

4.1  Certification and career guidance promoting employment and 

training opportunities 

As the construction sector integrates new technologies and sustainable practices, career guidance 
and VET are essential to developing the competencies needed. Through competency-based 
education, VET ensures that workers acquire both technical and transferable skills aligned with 
industry needs. 

Assessing and certifying competencies – including the recognition of prior learning (RPL) and industry-
standard certifications – are crucial for preparing workers in green construction and the energy 
efficiency of buildings. The VOC-Test Centres in Türkiye are instrumental in evaluating and certifying 
the skills of workers across various sectors, including construction. These centres ensure that workers 
meet industry standards for both traditional construction and emerging green building techniques, 
fostering the growth of a highly skilled workforce prepared for the sector’s future. 

VOC-Test Centres, Türkiye 

VOC-Test Centres in Türkiye are specialist institutions dedicated to assessing and certifying vocational 
skills across various sectors, with a particular focus on construction. These centres operate under the 
Vocational Qualifications Authority (VQA), which manages the national qualifications framework and 
ensures alignment with European standards.  

VOC-Test Centres contribute significantly to 
career guidance by helping individuals 
understand the specific competencies and 
qualifications required for various construction 
sector roles. Through competency-based 
assessments and certification, these centres 
establish clear benchmarks for the skills 
needed in different professions, helping 
individuals make informed decisions about their 
career paths. 

In the construction sector, several VOC-Test 
Centres have been established to evaluate 
competencies in a wide range of construction-
related professions. One example is the 
Employers’ Union of Turkish Construction 
Industrialists (İNTES), which has developed 
national occupational standards and qualifications for 27 different construction vocations. They have 
successfully issued over 30 000 competence certificates in 19 distinct professions, thereby improving the 
quality and professionalism within the construction industry. 

(Image: VQA)  

(Image: VQA) 

In Ireland, Education and Training Boards Ireland (ETBI) has implemented initiatives to address the 
green skills gap in construction. Initiatives like the FET Skills Box guide workers toward sustainable 
construction practices and offer valuable career pathways in green building, ensuring that the 
workforce is ready for the demands of a more sustainable construction industry. It not only helps 
overcome outdated perceptions of the building sector as low-tech, but also increases trainee 
recruitment by showcasing career opportunities linked to sustainable practices and digital tools for 
building green. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 22 

 
 
 
 
 
Education and Training Boards Ireland (ETBI) – Further Education & Training Skills Box 

As the national representative association of Ireland’s 16 regional Education and Training Boards, ETBI is 
responsible for advancing national education and training. Recognising a lack of awareness among young 
students and their families of the diverse career choices and pathways within further education and 
training (FET)3, ETBI developed materials for career guidance councillors in the form of the FET Skills 
Box. 

The A4-sized box contains five career charts listing available training programmes and courses in the 
following sectors: Business, Climate & Green, Construction, Healthcare and Tourism. Career guidance 
counsellors are meant to use the career charts as discussion documents to explore skills training 
pathways. They are primarily aimed at school students in their last two years of secondary school (also 
known as post-primary school in Ireland), while also being relevant for early school leavers and people 
wishing to upskill or to have a career change.  

The career charts were developed by ETBI’s Future Building Skills unit, which initially aimed to promote 
training and employment opportunities within construction, but later expanded the scope of the FET Skills 
Box. Each career chart is structured according to relevant work or technical areas in a given sector. 
Notably, the training opportunities in the career chart for construction are also arranged by qualification 
level (Entry Level, Next Level, Skilled Craftpersons and Engineering). Alongside the career chart focusing 
on Climate & Green, it is also the only one highlighting available training and upskilling opportunities for 
green skills (see image below). 

To create an overview of training opportunities in the career charts, ETBI’s Future Building Skills unit had 
to draw on and combine information from numerous online sources, such as the websites of the 16 
regional Education and Training Boards. The QR codes at the bottom of each chart lead to the FET Skills 
Box website, where users can find links to websites with further information on each listed training 
opportunity, including entry requirements, programme content and skills providers. Online resources are 
updated regularly. 

The FET Skills Box has been distributed to over 720 Senior Cycle schools and all career guidance 
counsellors in Ireland. Case officers in Ireland’s Department of Social Protection are using it with 
jobseekers. 

3  Further education  and training is  a sector  of the  Irish  education system  that provides a  wide  range of  education and 
training programmes to individuals after they have completed secondary education, or for those who wish to upskill, reskill 
or return to education at any stage in life. The sector includes VET, but is broader in scope, also including non-vocational 
courses  such  as  community  education,  basic  literacy  programmes  and  general  education  pathways  (e.g.  for  learners 
returning to education) (ETBI, n.d.). 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 23 

 
 
 
 
 
ETBI’s career chart for construction (source: ETBI, 2024). 

4.2  Enabling practice-oriented training  

As the global construction sector shifts towards more sustainable practices, the need for a workforce 
equipped with green skills has never been more critical. To bridge the green skills gap, VET systems 
must adapt, integrating energy-efficient construction techniques and sustainable building practices into 
their curricula. However, the success of these training programmes hinges not only on the technical 
competencies they provide, but also on ensuring gender equity in a traditionally male-dominated 
industry. Without concerted efforts to create inclusive opportunities for women, the sector risks 
missing out on a large and valuable talent pool. 

Addressing both the green skills gap and gender imbalance requires comprehensive and adaptive 
curricula that are directly aligned with industry needs. It is not enough for VET programmes to focus 
solely on technical skills; they must also foster collaboration between industry, VET providers and 
government to ensure that the training offered is relevant, up to date and able to meet the demands of 
a green economy. 

Apprenticeships are essential in the construction sector, offering a blend of practical experience and 
theoretical knowledge. This hands-on approach helps apprentices develop the skills needed to meet 
industry demands, particularly in areas like green construction and energy-efficient building practices. 

The TRAINEE Project in North Macedonia exemplifies how apprenticeship models can drive 
innovation and sustainability in the construction sector, training professionals in energy-efficient 
building practices. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 24 

 
 
 
 
 
TRAINEE project, North Macedonia 

The TRAINEE project in North Macedonia, funded by the EU under the Erasmus+ programme, focuses on 
training the workforce for the green economy by providing vocational education in energy-efficient 
construction and sustainable building practices. Central to the project is its apprenticeship model, which 
blends theoretical learning with hands-on experience to equip apprentices with the skills needed in the 
green construction sector. 

The apprenticeship model follows a dual education system, ensuring that apprentices gain both theoretical 
knowledge and practical experience. 

The success of the apprenticeship programme relies on collaboration between VET providers and local 
enterprises. Institutions like the Vocational School for Construction and Geodesy and the Center for 
Innovation and Education (CIE) provide foundational training, while companies such as GPP Construct, 
Semos, and Energija Group offer hands-on learning and mentorship in sustainable building practices. 

In the construction sector, where practical skills are essential, alternative training provisions that focus 
on real-world, hands-on learning are central for developing a competent workforce. These types of 
programmes provide immediate, relevant skills that address the specific needs of industries, ensuring 
that workers can meet the ever-evolving demands of their professions. This training helps bridge the 
gap between theoretical education and practical application, especially in industries that require 
continuous upskilling due to new technologies and safety standards. 

The Institute of Construction of Albania (ICA) offers an excellent example of this type of practice-
oriented training. Although it does not provide formal vocational education, ICA plays a critical role in 
the construction sector by offering specialised certification courses, workshops, and short 
programmes. 

Institute of Construction, Albania 

The Institute of Construction of Albania (ICA) is a state-owned institution under the Ministry of 
Infrastructure and Energy, tasked with ensuring the quality, safety, and technical standards of construction 
projects in Albania. Although the ICA does not offer formal vocational education and training (VET) 
programmes, it plays a crucial role in supporting workforce development through specialist certification 
courses, short programmes and workshops for construction professionals. 

These programmes cover essential topics such as 
construction safety, materials testing, quality control 
and modern building techniques. Specific courses 
include construction management, focusing on project 
planning and management skills; FIDIC contracts, 
which teaches professionals how to handle 
construction disputes and claims; and building 
information modelling training, which addresses the 
growing technological needs of the sector.  

Visit the Ministry’s site here: 
https://www.infrastruktura.gov.al 

The Institute of Construction of Albania (Image: ICA) 

As the war in Ukraine continues, the urgent need for skilled workers in the construction sector grows. 
Rebuilding the country’s infrastructure amid ongoing conflict requires a workforce capable of meeting 
both immediate reconstruction needs and future development goals.  

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 25 

 
 
 
 
 
 
The Odesa Centre for Vocational Education (OCVE) has established a Training and Practical Center 
focused on green construction and energy-efficient building practices, ensuring that students gain 
modern skills aligned with sustainable construction. Similarly, Kremenchuk Higher Vocational School 
No 7 has set up a Training and Practice Centre that provides students with direct, hands-on 
experience in key construction trades, such as bricklaying, plumbing and carpentry. These centres 
ensure that students are equipped with the necessary skills to address the sector’s demands during 
this critical period. 

Odesa Centre for Vocational Education, Ukraine  

The Odesa Centre for Vocational Education (OCVE) is a leading institution in Ukraine, serving over 1 000 
students annually with specialist vocational training in fields including construction and welding 
programmes. The Centre offers both in-person and remote courses to ensure uninterrupted education, 
even during the challenging times due to the war in Ukraine. 

In 2023, OCVE established a new Training and Practical Center (TPC) to enhance its ability to deliver 
specialist training in green construction practices. The TPC focuses on modern welding technologies and 
eco-friendly construction techniques, equipping students with practical, hands-on skills essential for 
sustainable building practices. One of the key areas of training includes energy-efficient welding, where 
students learn welding methods that reduce energy consumption and support the creation of structures 
with lower carbon footprints. 

In addition, the TPC offers courses in sustainable plumbing systems, teaching students how to install and 
maintain water-efficient plumbing designs. These systems are crucial for reducing environmental impact 
by conserving water and minimising energy use in construction. 

The Centre has formed partnerships with key industry players to ensure the relevance and quality of its 
training programmes. For instance, OCVE collaborates with local and international construction 
enterprises to align its curriculum with real-world industry standards. In December 2024, OCVE signed a 
memorandum of cooperation with DroneUA, a leading company in unmanned aerial vehicle (UAV) 
technology, to provide students with training in drone technology. This collaboration integrates cutting-
edge technology into OCVE’s training, particularly in areas such as construction site monitoring, 
surveying, and environmental data collection, further aligning the curriculum with sustainable building 
practices. 

Kremenchuk Higher Vocational School No 7, Ukraine  

Kremenchuk Higher Vocational School No 7 provides specialist training for students in a range of 
vocational fields, including construction. The school’s Training and Practice Centre is central to its mission 
of delivering hands-on, practical training that equips students with the skills they need to succeed in their 
chosen professions. 

As of February 2025, Kremenchuk Higher Vocational School No 7 had over 900 students enrolled. 
Approximately 200 of these students were actively engaged in the newly modernised Training and 
Practice Centre, which was officially opened on 6 February 2025. This centre was equipped with 72 units 
of advanced machinery, including CNC milling and turning machines, fibre lasers and other high-tech 
tools, thanks to a EUR 1.4 million investment from the EU and the Ukrainian government. 

For construction students, the Training and Practice Centre offers extensive hands-on experience in key 
construction trades such as bricklaying, carpentry, plumbing and electrical installation. The students work 
with real construction materials and tools, providing them with a direct understanding of the work they will 
encounter in the field.  

The school collaborates with local construction companies, providing opportunities for students to engage 
in internships and apprenticeships. These industry partnerships are essential to bridging the gap between 
classroom learning and actual on-the-job experience. Students benefit from exposure to live construction 
projects, allowing them to apply their skills and gain practical experience in the field. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 26 

 
 
 
 
 
 
The GIZ Build4Skills initiative serves as another inspiring example. Through its work in different 
countries, the initiative is reshaping vocational training by embedding hands-on learning within real-
world infrastructure projects. The programme not only enhances the technical skills required for 
sustainable construction, but also actively promotes gender equity, ensuring that women are equipped 
to take on leadership roles in the sector. By fostering strong partnerships between VET providers, 
industry stakeholders and government agencies, the project ensures that its training programmes are 
both responsive to green economy needs and inclusive of diverse talent. 

German Agency for International Cooperation (GIZ) – Build4Skills  

Build4Skills is an international initiative 
commissioned by the German Federal 
Ministry for Economic Cooperation and 
Development (BMZ) and implemented by GIZ 
in the period 2021 to 2025. Active in Kenya, 
Pakistan, Senegal and South Africa, 
Build4Skills collaborates with several 
development banks, including the Asian 
Development Bank (ADB) and the African 
Development Bank (AfDB), to integrate 
practice-oriented education into large-scale 
infrastructure projects. 

At the core of the initiative is the innovative 
use of infrastructure construction sites as 
training grounds for technical VET students. 
By deploying students to real-world work 
environments, Build4Skills ensures that 
trainees gain hands-on experience, preparing 
them to meet the demands of the construction 
industry. A notable feature of the initiative is 
the training provided to in-company instructors. These trainers receive education on didactics, 
occupational safety and gender sensitivity, ensuring that learning content is delivered effectively and 
equitably. 

A Build4Skills trainee in Kenya (Image: GIZ) 

The initiative emphasises gender equity as a priority. Targeted activities promote the participation of 
women and girls in the construction sector. For example, in Kenya, Build4Skills has partnered with the 
NGO Buildher to establish an online platform that connects employers with skilled female construction 
workers, while in Senegal, a mentoring programme led by female managers provides soft skills training 
and leadership development for women in the sector. 

4.3  Teacher training in support of green skills provision  

Teacher training in support of green skills provision is a key thematic focus of GRETA and a central 
element of its comprehensive approach to greening. GRETA emphasises the importance of equipping 
teachers and trainers with the necessary expertise and competencies to effectively deliver high-quality 
green skills. This focus is vital for addressing the significant green skills gap in various industries, 
particularly in the construction sector, which is undergoing a major transition toward sustainability. 

Currently, teachers, especially in the construction industry, lack the specific green competencies 
needed to train the next generation of workers in sustainable practices. A 2024 study by the 
International Labour Organization (ILO) revealed that nearly 60% of VET instructors worldwide lack 
sufficient green skills to effectively teach sustainable practices in industries like construction, energy 
and manufacturing (ILO, 2024).  

Without adequately trained educators, it becomes increasingly difficult to prepare workers to adopt 
and implement sustainable methods and technologies, ultimately hindering the transition to a greener 
economy. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 27 

 
 
 
 
The Centre of Excellence in Construction in Moldova follows a systematic approach to the 
professional development of teachers and trainers. It is involved in several initiatives to promote green 
building practices and sustainability. For example, it offers specialist VET courses on solar power 
systems, thermal insulation and sustainable building materials. Additionally, the Centre is working to 
introduce a new course on geothermal installations. It also collaborates with industry partners to 
enhance the teachers’ continued professional development of green skills within the construction 
sector. 

Centre of Excellence in Construction (Moldova) – green teacher training 

The Centre of Excellence in Construction in Moldova has organised green teacher training to address the 
needs of a rapidly changing construction sector. Through collaboration between the Centre and industry 
partners, the initiative managed to equip over 500 teachers from 13 VET schools in Moldova with skills 
and knowledge related to building green. 

The teacher training focused on various 
themes, including utilising sustainable 
building materials, waste management, 
green building techniques and energy 
efficiency. In line with these activities, 
company partners in the construction 
industry visited the Centre – or opened 
the doors to their own demonstration and 
building sites – to share expertise in 
green materials, technologies and 
building practices.  

Company partners demonstrated the use 
of industrial hemp and low-carbon 
concrete at the Centre. During their green 
training, teachers visited a ventilation and 
heat recovery company and toured 
construction sites of energy-efficient 
houses built with sustainably sourced wood. They also received training on passive house construction, 
focusing on energy-saving design and high indoor air quality. 

Teacher training focussing on hemp as a green building material 
(Image: Center of Excellence in Construction) 

Another example comes from Colleges and Institutes Canada (CICan) and focuses on training 
modules for teachers that enable them to integrate climate literacy and indigenous knowledge into 
skills provision for construction. CICan is a national organisation representing the interests of publicly 
funded post-secondary education institutions (colleges, institutes, cégeps and polytechnics) in 
Canada. While it is not a government entity, CICan works closely with federal, provincial and territorial 
governments, as well as with industry and international partners, to advance education and skills 
training. 

Colleges and Institutes Canada (CICan) – greening construction trades with faculty 
training modules 

Through its ImpAct-Climate initiative, CICan is spearheading efforts to integrate sustainability into post-
secondary education for the construction sector, while emphasising the importance of incorporating 
indigenous perspectives in this process. These efforts aim to prepare construction workers to meet the 
challenges of climate change while fostering social justice and equity. 

Against this background, CICan has published a range of professional development modules for trades 
instructors in carpentry, electrical installations, landscaping and HVACR (heating, ventilation, air 
conditioning and refrigeration). These modules are aligned with the UN’s Sustainable Development Goal 
13 on climate action and were developed in collaboration with several colleges and higher educational 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 28 

 
 
 
 
 
institutions, alongside input from indigenous consultants, curriculum designers and climate action experts. 
This collective approach ensures that the training modules reflect both emerging industry trends and the 
cultural and environmental priorities of Canada’s indigenous peoples, for instance by emphasising respect 
for the land and its ecosystems.  

The faculty training modules have been published as open educational resources that are freely available 
for use and adaptation. This means that educators across Canada can repurpose the materials to 
enhance their existing curricula. 

Being embedded in a single online publication (CICan, 
2024), all training modules are preceded by a general 
introduction to sustainability, elaborating on themes such 
as biodiversity, carbon footprints, climate adaptation and 
circular economy. The introduction also discusses the 
concepts of indigenising and decolonising.  

The faculty training modules function as interactive 
learning resources for instructors, containing a wide range 
of lessons based on text, images and videos, with some 
offering downloadable teaching materials for classroom 
activities. The module for carpentry instructors, for 
example, focuses on the sustainable management of 
waste from construction activities and the climate-
conscious selection of building materials, while the 
electrical module examines energy efficiency and 
renewable energy, among other themes. While completing 
a module, educators are regularly prompted to reflect on 
what they are learning – for instance, in terms of how the 
insights they have acquired could be integrated into their 
teaching. 

Image: Freepik.com 

4.4 

Integrating green skills into VET programmes 

The integration of green skills into curricula and training programmes is a critical step in transforming 
the construction sector to meet sustainability goals. This transformation requires a workforce equipped 
with the competencies to adopt and implement sustainable practices and solutions. To achieve this, 
VET curricula must incorporate green and digital skills that align with industry demands and regulatory 
standards. 

A key element in this process is the integration of green competencies into existing qualification 
frameworks. These competencies can be mapped using frameworks like ESCO (European Skills, 
Competences, Qualifications and Occupations), ensuring that training programmes are aligned with 
sector-specific requirements and the broader objectives of the European Green Deal (European 
Commission, 2024c). By mapping skills such as energy-efficiency, sustainable building materials, 
circular economy practices and green technologies to ESCO descriptors, VET providers can ensure 
that their curricula meet both current industry needs and future workforce requirements. This 
alignment ensures that learners develop competencies that are both relevant and recognised across 
European borders. 

In addition, the Green Competence Framework (European Commission, 2022a) and the Digital 
Competence Framework (European Commission, 2022b) are invaluable tools for defining and 
integrating the specific skills required for the green and digital transitions. These frameworks highlight 
competencies in areas such as environmental impact assessment, resource efficiency, energy-
efficient design, building information modelling and energy management systems. Integrating these 
competencies into VET curricula ensures that learners are equipped with both the technical expertise 
and digital literacy needed to meet the evolving demands of sustainable construction. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 29 

 
 
 
 
 
To effectively integrate these frameworks into VET programmes, a competence-based learning 
approach should be adopted, focusing on measurable outcomes and ensuring that learners can apply 
their green and digital skills in practical, real-world scenarios. Project-based learning methodologies, 
for instance, enable learners to work on sustainability assessments, energy-efficiency audits or green 
construction projects, fostering the practical application of the skills they acquire. These hands-on 
experiences enable learners to develop problem-solving abilities while directly contributing to 
sustainable construction practices. 

A notable case in this context is the BuildSkills Academy, an international Erasmus+ project aiming to 
create a universal framework for VET providers enabling them to modernise their training content 
according to the industry needs and requirements of the green and digital transitions. BuildSkills aims 
to modernise training curricula, providing a universal framework that aligns with industry needs and 
the goals of the European Green Deal. 

BuildSkills Academy – skill intelligence and training development for the twin transition 
in construction 

The BuildSkills Academy (BSA) project, co-funded by 
Erasmus+, aims to transform VET for the green and digital 
transitions in construction (2023-2027). Coordinated by 
CleanTech Bulgaria, it unites 17 partners from 10 countries, 
including VET providers, industry groups, NGOs and 
universities. The BSA’s goal is to create a pan-European 
framework for upskilling and certifying skills in the sector, 
targeting 100 VET providers and 1 000 companies for staff 
reskilling. 

The Skills Gap Matrix is a tool designed to identify competency 
gaps in construction. Aligned with ESCO and the EQF, it maps 
green and digital skills across 38 occupations in five key 
areas: Net-Zero Carbon Emissions, Climate Resilience, 
Circular Economy, Sustainable Materials, and Occupant 
Health. This tool covers the full building lifecycle, providing 
comprehensive skills insight.  

The Build Enriched Skills Methodology (BESM). helps VET 
providers upgrade courses for the green and digital transitions. 
It includes a self-assessment questionnaire, an automated 
gap analysis comparing courses to industry standards, and 
practical guidelines for improvement. Developed with input 
from experts, BESM was piloted on 12 courses and will be 
integrated into a digital platform for easy use (BSA, 2025).  

Image: This_is_Engineering, Pixabay 

4.5  Enhancing public-private partnerships in VET  

Public-private partnerships (PPPs) are essential for ensuring that VET programmes remain relevant to 
the rapidly evolving needs of the workforce, especially in high-demand sectors like construction. 
These partnerships facilitate collaboration between public institutions, private companies and industry 
stakeholders to develop competence-based training pathways that address both current skill demands 
and future industry needs. This approach is fundamental to vocational excellence, ensuring that VET 
curricula are practical, forward-looking, and aligned with industry standards and technological 
innovations. 

By engaging private sector players in the development of training programmes, CoVEs ensure that the 
workforce is equipped to address the emerging challenges of the industry, while providing sector-
specific, targeted training that prepares learners for real-world applications. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 30 

 
 
 
 
 
A prime example of this collaboration is Construct2, a CoVE focused on strengthening public-private 
partnerships within the construction sector. Construct2 brings together industry experts and VET 
providers to co-develop training curricula that are aligned with the needs of both the current and future 
workforce. By leveraging a competence-based education approach, Construct2 ensures that learners 
are equipped with the specific, industry-relevant skills necessary for success in sustainable 
construction, digital innovation and environmental compliance. 

Construct2, Georgia  

Construct2 was established in 2017 through a collaboration between BK Construction and the Georgian 
Ministry of Education and Science to address the evolving needs of the construction sector by integrating 
sustainable practices into training programmes. By partnering with local construction companies and 
material suppliers, Construct2 ensures that its curriculum stays aligned with real-world industry demands 
and the latest green building techniques. 

Over 200 VET teachers from across Georgia have benefited from hands-on training in sustainable 
construction methods and technologies, gaining valuable experience directly from industry experts. A 
standout example is the bricklaying course, which focuses on the use of aerated concrete blocks – one of 
Georgia’s first courses to showcase 
sustainable building materials. 
Industry partners regularly provide 
demonstrations of eco-friendly 
materials and energy-efficient 
construction techniques, giving 
both teachers and students 
practical exposure to green 
technologies. 

Additionally, teachers take part in 
site visits to ongoing construction 
projects, including energy-efficient 
buildings and passive houses. 
These visits offer real-world 
context, deepening their 
understanding of sustainable 
building practices. Through these close ties with the construction industry, Construct2 keeps its training 
programmes relevant and up to date, preparing the next generation of construction workers with the skills 
needed for a sustainable building sector.  

Image: Contruct2 

4.6  Expanding skills ecosystems – the role of social partners  

Expanding the skills ecosystem to include diverse pathways for skill development – through industry 
partnerships, global collaborations and innovative initiatives – ensures that professionals are equipped 
with the knowledge and expertise needed for sustainable building practices. Social partners play a 
crucial role in shaping these pathways and fostering a collaborative environment that supports green 
construction. 

The Serbia Green Building Council and the Global Alliance for Buildings and Construction 
(GlobalABC) Capacity Initiative offer valuable examples of how skills development in green 
construction can be advanced at both national and global levels.  

While not typically associated with traditional vocational education and training (VET), these initiatives 
focus on fostering specialist skills for sustainable building practices. By creating alternative pathways 
for skill development, they align with the growing demand for eco-friendly construction and contribute 
to a dynamic, collaborative skills ecosystem. These initiatives illustrate how social partners – at both 
local and global scales – are key to building a skilled workforce capable of meeting the challenges of 
sustainable construction. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 31 

 
 
 
 
 
Serbia Green Building Council 

The Serbia Green Building Council (SGBC) is a social partner that plays a 
central role in advancing sustainable building practices in Serbia. It works 
closely with governmental bodies, private companies and educational 
institutions to develop a skilled workforce aligned with international 
sustainability standards. 

The SGBC focuses on education and professional development, offering 
specialist training for architects, engineers and construction workers in 
energy-efficient design, renewable energy, sustainable materials, and green 
certifications like LEED and BREEAM. These programmes combine theory 
with hands-on experience to prepare participants for green building practices. 

The SGBC trains over 500 professionals each year, providing certifications aligned with local and 
international sustainability standards. It collaborates with Serbia’s vocational education system, the 
University of Belgrade’s Faculty of Architecture, and the Serbian Chamber of Engineers to integrate green 
building principles into curricula, preparing students for sustainable construction careers. 

The SGBC also participates in global networks like the World Green Building Council (WGBC), enabling 
knowledge exchange and international collaboration on green building projects. 

Global Alliance for Buildings and Construction 

Established at COP28, the Global Alliance for Buildings and 
Construction (GlobalABC) brings together governments, 
industry leaders, international organisations and educational 
institutions to drive sustainable and energy-efficient 
construction. With a strong focus on policy development, 
knowledge exchange and skills training, it works to remove 
financial and technical barriers while ensuring that the 

workforce is equipped for a low-carbon future. 

the GlobalABC Data Hub collects and analyses lifecycle data from buildings, providing essential insights 
for policymakers, investors and industry professionals. The Data Hub also integrates resources into the 
CAPSA Digital Building Passport Platform, ensuring informed decision-making for sustainable 
construction. 

The Buildings Breakthrough initiative highlights capacity building and skills development as fundamental to 
achieving near-zero-emission and climate-resilient buildings by 2030. It includes creating partnerships 
between educational institutions, governments and the private sector to develop specialist training 
programmes. Additionally, it supports upskilling the existing workforce to transition to sustainable building 
practices, ensuring that the sector can meet ambitious climate targets. 

Financial accessibility remains a major challenge, particularly in emerging markets where high upfront 
costs often deter investment in green technologies. To address this, GlobalABC collaborates with UNEP 
to mobilise funding and investment, combining government support, private sector engagement and 
industry expertise to facilitate the widespread adoption of sustainable solutions. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 32 

 
 
 
 
 
 
 
 
INSIDE-CoVE project – role of European Builders Confederation 

The INSIDE-CoVE project, funded under the EU’s Erasmus+ programme, exemplifies how CoVEs can 

foster social inclusion through green construction. The project spans six 

European countries – Belgium, Germany, Ireland, Greece, Spain and 
Cyprus – and brings together 26 partners from education, industry and 
research. The project focuses on building a diverse and skilled workforce 
for the construction sector, targeting youth, women, and other 
underrepresented groups. It integrates digital skills, energy efficiency and 
sustainable building practices into its training programmes, ensuring that 
non-traditional groups have access to emerging green careers. As a key 
partner, the European Builders Confederation (EBC) ensures that the 
voices of SMEs and craftspeople are included, aligning vocational training 

with the needs of small businesses and supporting a more innovative, 

sustainable and inclusive construction workforce. 

4.7  Linking research, innovation and skills provision  

To effectively green the construction sector and meet the challenges of sustainability, integrating 
research and innovation into VET is imperative. The sector’s ongoing shift towards sustainable 
building technologies and circular economy principles demands a workforce equipped with the most 
up-to-date knowledge and practical skills. Research institutions, such as the Danish Technological 
Institute (DTI), are at the forefront of advancing these technologies, developing new materials and 
solutions that have the potential to significantly reduce the sector’s carbon footprint. However, the 
successful adoption of these advancements relies heavily on the ability to transfer this research into 
training programmes that are closely aligned with the real-world demands of the industry. 

The GreenFORCE project exemplifies how collaboration between research institutions and 
universities can drive innovation in the green construction sector. Coordinated by the Co-PLAN 
Institute in Albania, GreenFORCE focuses on sustainable construction technologies and energy-
efficient solutions. Involving partners from the Western Balkans and the EU, it integrates cutting-edge 
research into practical, region-specific solutions. 

GreenFORCE: fostering research excellence for the green transition in the Western 
Balkans 

The GreenFORCE project, running from July 2022 to June 2025, is a 
transformative initiative designed to drive the green transition in the 
construction sector across the Western Balkans. Coordinated by the 
CO-PLAN Institute for Habitat Development in Albania, it brings 
together a consortium of key partners focused on advancing sustainability, energy efficiency, and 
innovative building practices in the region. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 33 

 
 
 
 
 
The project involves partners including the 
Center for Economic Analyses (CEA) from 
North Macedonia; the University of 
Belgrade’s Faculty of Geography (UB-GEF), 
from Serbia; the Politecnico di Torino from 
Italy; and Nordregio from Sweden. These 
institutions are working collaboratively to 
develop cutting-edge research and 
technologies to tackle the key challenges of 
sustainable construction in the region. 
GreenFORCE is funded by the Horizon 
Europe programme, which supports 
international collaborations addressing 
societal challenges through research and 
innovation. 

GreenFORCE places a strong emphasis on 
fostering research excellence in sustainable 
construction technologies. At its core, the project focuses on creating a Joint Research Agenda (JRA), 
which identifies and prioritises key research areas that align with the green transition goals for the 
Western Balkans. This framework targets crucial issues like energy efficiency, carbon emissions, and the 
adoption of sustainable building practices. 

Tirana, Albania (Image: Seval Torun, Unsplash)  

The project fosters collaboration and knowledge transfer between leading research institutions in the 
Western Balkans and EU Member States. Through joint research initiatives and expert exchange 
programmes, it ensures that the latest research and innovations are directly applied to the region’s green 
transition. 

GreenFORCE also offers training programmes to build local research capacity, improving the skills of 
scientists and engineers in sustainable construction methods. 

Danish Technological Institute, Denmark 

The Danish Technological Institute (DTI) is a leading research organisation with over 1 100 specialists, 
providing advanced knowledge in sustainable 
construction and energy efficiency. Its 
Building and Construction division and its 
Energy and Climate division focus on 
reducing the environmental impact of 
buildings throughout their lifecycle.  

The DTI’s work includes improving the energy 
performance of buildings, developing low-
carbon and sustainable materials, and 
promoting circular construction practices such 
as material reuse and waste reduction. The 
Institute also supports the adoption of smart 
technologies – such as sensors and 
automation – for optimising energy use and 
building management. Additionally, the DTI 
helps companies meet sustainability standards and certifications such as LEED and BREEAM. 

Image: DTI 

To ensure that the construction workforce is prepared for the green transition, the DTI collaborates 
closely with VET providers and industry partners. This ensures that vocational training programmes 
reflect the latest innovations and equip learners with practical, up-to-date green skills. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 34 

 
 
 
 
 
 
4.8  Green finance and skills investment  

The integration of funding and investment plays a key role in enabling CoVEs to support the green 
transition in sectors like construction. International financial institutions (IFIs), such as the European 
Bank for Reconstruction and Development (EBRD), are instrumental in financing large-scale, 
sustainable infrastructure projects. However, the success of these projects depends heavily on having 
a skilled workforce capable of implementing and maintaining energy-efficient technologies. This is 
where CoVEs become vital, as they serve as a bridge between industry needs and skills development, 
ensuring that workers are equipped to meet the challenges posed by green investments. 

The finance and investment aspect is an integral part of the GRETA approach to greening excellence 
in CoVEs. The connection between vocational education and sustainable investment is central to 
creating a workforce that is not only capable of meeting the demands of green industries, but also 
poised to drive green growth and economic development. By embedding this funding and skills 
dimension into their strategies, CoVEs can contribute to a broader institutional approach to greening 
excellence, ensuring that sustainable development goals are met through the empowerment of skilled 
workers in the green economy. 

IFIs often prioritise projects that require specialist skills, particularly in construction and energy-
efficiency. As these institutions invest in sustainable projects, CoVEs have the opportunity to align 
their training programmes to provide the specific skills needed for green technologies and energy-
efficient construction practices. This alignment is mutually beneficial: it strengthens the effectiveness 
of IFI-backed investments by ensuring a qualified workforce, while also enhancing the relevance of 
CoVEs’ training programmes. By meeting industry demands, CoVEs improve their ability to prepare 
workers for emerging job opportunities, creating a positive feedback loop that supports both the green 
economy and the development of a skilled workforce. 

The Vojvodina Public Buildings Energy Efficiency Programme is a significant step towards reducing 
energy consumption and greenhouse gas emissions in Serbia’s public sector. By improving the energy 
performance of key public buildings and investing in the development of technical skills, the project not 
only contributes to environmental sustainability, but also enhances the capacity of the local workforce 
to support Serbia’s green transition. 

Similarly, the Sarajevo Public Buildings Energy Efficiency Project has played a key role in bridging the 
skills gap in the energy sector by providing targeted training programmes and capacity-building 
activities. By equipping local professionals with the necessary skills and knowledge, the project has 
enhanced the sustainability of energy-efficiency initiatives and fostered a culture of energy-
consciousness within public institutions. 

Vojvodina Public Buildings Energy Efficiency Programme 

The European Bank for Reconstruction and Development (EBRD) is financing a comprehensive energy 
efficiency initiative in the Autonomous Province of Vojvodina, Serbia. Launched in 2023, this project aims 
to retrofit 80 public buildings across 20 municipalities, including schools, healthcare facilities, and 
administrative offices. The total investment amounts to EUR 14 million, comprising a EUR 12 million loan 
from the EBRD and a EUR 2 million grant from the European Union.  

The initiative aims to establish sustainable financing mechanisms for future energy-efficiency projects in 
Vojvodina. By demonstrating the viability and benefits of energy-efficient renovations, the project seeks 
to encourage continued investment in the region’s public infrastructure. It focuses on improving energy-
efficiency in public buildings by upgrading insulation, windows, HVAC systems and lighting, aiming for 
around a 50% reduction in energy use and CO₂ emissions. It also supports local training for workers and 
engineers to ensure proper implementation and long-term impact. Additionally, it promotes sustainable 
financing to help fund future energy-saving projects in Vojvodina. 

More information can be found on the EBRD website. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 35 

 
 
 
 
 
Sarajevo Public Buildings Energy Efficiency Project 

The Sarajevo Public Buildings Energy Efficiency Project is a collaborative initiative between the 
European Bank for Reconstruction and Development (EBRD), the European Union (EU) and the 
Government of Austria, aimed at enhancing the energy efficiency of public buildings in Sarajevo Canton. 

Launched in 2023, the project focuses on retrofitting 
and renovating 40 public buildings, including 
kindergartens, high schools, student dormitories and 
health centres, to improve their energy performance 
and reduce greenhouse gas emissions. The total 
investment amounts to EUR 10 million, comprising a 
EUR 8 million loan from the EBRD and a EUR 2 million 
grant from the EU. 

The project assists environmental funds in developing 
financial mechanisms, such as revolving funds and 
energy service company (ESCO) funds, to finance 
energy-efficiency projects. These mechanisms aim to 

Image: Workman Kapotnya, Unsplash.com 

provide sustainable funding sources for energy-saving initiatives in public buildings. 

A central component of the project is the development of technical skills among local professionals to 
support the implementation and maintenance of energy-efficient measures in public buildings. The 
project focuses on enhancing the capacities of various stakeholders, including municipal authorities, 
public facility managers and utility companies, to effectively manage energy consumption and implement 
energy-saving measures. 

The practice examples above demonstrate various ongoing efforts to promote skill provision for a 
green and just transition in the construction sector. However, this transition is a complex and extensive 
process calling for further initiatives and joint efforts by all stakeholders involved, including those 
engaged in strengthening VET systems and skills delivery. With this in mind, the next – and 
concluding – section of this paper presents policy recommendations on how to foster vocational 
excellence and high-quality skill provision for building green. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 36 

 
 
 
 
 
 
5.  POLICY RECOMMENDATIONS FOR 

VOCATIONAL EXCELLENCE IN GREEN 
CONSTRUCTION 

Key message 

Accelerating vocational excellence requires both strong direction and enabling forces – effective 
governance, strategic leadership, continuous quality improvement and stable funding. These elements 
create momentum for centres of vocational excellence (CoVEs) to drive innovation, collaboration and 
green skills development, supporting a sustainable and inclusive construction sector. 

The 11 recommendations provided to support this acceleration are: 

1.  National VET reforms 

Grant CoVEs greater managerial autonomy to collaborate with private sector partners, supported by 
accountability frameworks. 

2.  Skills ecosystems and governance 

Build integrated skills ecosystems around CoVEs with shared governance by industry, government 
and educators to align training with regional goals. 
3.  Learning design: mobility and work-based learning 

Strengthen partnerships between VET and construction companies to expand work-based learning 
focused on green technologies and sustainability. 

4.  Career guidance and sector attractiveness 

Promote green construction careers through targeted outreach involving schools, training providers, 
employment services and industry, especially for underrepresented groups. 

5.  Green and digital curriculum upgrades 

Integrate sustainability and digital skills (e.g. BIM, energy systems) into VET curricula using labour 
market intelligence. 

6.  Upskilling and reskilling for green transitions 

Offer flexible, modular training for all adults in digital and sustainable construction, based on industry 
standards and skills intelligence, with recognition of prior learning. 

7.  Teacher professional development 

Provide ongoing training for VET teachers in green construction practices and experiential teaching 
methods. 

8.  Strategic R&I in construction 

Establish R&I partnerships between CoVEs and research institutions to integrate advanced 
sustainability through applied research and technology transfer. 

9.  Financing mechanisms 

Develop sustainable funding streams through public-private partnerships, skills levies and tax 
incentives for green VET investment. 

10. Internationalising VET excellence 

Align with global quality frameworks and promote mobility, networks and the integration of green and 
inclusive skills into training. 
11. Data-driven CoVE development 

Apply outcome-based metrics and skills forecasting to guide CoVE activities and ensure alignment 
with evolving industry needs. 

CoVEs represent a transformational shift in how we conceptualise skills development for the green 
transition. Rather than relying on traditional training models, CoVEs adopt an integrated, place-based 
ecosystem approach. This enables them to function as innovation hubs through a collaborative 
approach. They function as innovation hubs, fostering collaboration across a wide network of partners. 
In this role, CoVEs are more than training providers: they co-create tailored solutions that reflect the 
specific socio-economic realities of their local environments. In doing so, reskilling and upskilling for 
the green transition become powerful drivers of regional economic development and inclusive 
innovation.  

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 37 

 
 
 
 
 
The concept of acceleration offers a powerful metaphor for understanding how to drive forward 
vocational excellence in green construction. Just as acceleration in physics is a vector requiring both 
force and direction, vocational excellence depends on a combination of strategic and systemic 
enablers. This includes a governance framework that supports an ecosystem approach, strong 
strategic direction and leadership, and a culture of quality assurance and continuous learning. These 
elements must be reinforced by a conducive policy environment, marked by effective policy 
coordination and a stable funding framework. Together, they create the momentum needed to 
accelerate transformation in vocational education for the green transition.  

The decarbonisation of the construction sector is an essential prerequisite for addressing climate 
change and environmental degradation. The sector and its value chain include all the economic 
activities related to the planning, design, building, maintenance, renovation and deconstruction of 
buildings and infrastructure. It is one of the largest contributors to greenhouse gas emissions, 
resource consumption and biodiversity loss, and the sector plays a critical role in the transition to a 
sustainable economy. Achieving this transformation requires the widespread deployment of innovative 
green technologies and the integration of circular economy principles throughout the construction 
value chain. Decarbonising the construction sector is essential to addressing climate change and 
environmental degradation, given its substantial impact on greenhouse gas emissions, resource 
consumption and biodiversity loss. Embracing green technologies and circular practices is therefore 
critical not only for meeting global climate goals, but also for advancing sustainable development. 

The success of this transition depends on equipping workers – at every stage of the construction value 
chain – with the green skills, knowledge and values needed to adapt to new demands. This is not only 
key to fully harnessing job creation associated with the green transition, but it also mitigates potential 
job losses associated with the green transition, and hence it is a precondition to inclusive green 
transformation of economies.  

The following 11 policy recommendations outline concrete actions to accelerate vocational excellence 
and drive systemic change in the green construction sector. These recommendations acknowledge 
the diversity of contexts across regions, building on insights from the GRETA initiative and research 
on vocational excellence. The recommendations are structured according to key dimensions of 
vocational excellence illustrated in the model below. 

Figure 2: Key dimensions of vocational excellence 

Source: Authors’ elaboration based on ISATCOVE. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 38 

 
 
 
 
 
5.1  National VET reforms  

Recommendation 

Grant CoVEs greater managerial autonomy by law to collaborate effectively with private sector partners 
while establishing accountability frameworks to ensure responsible decision-making. 

The advancement of vocational excellence in green construction requires a fundamental 
reconsideration of how VET systems are governed. The green transition in construction necessitates a 
systemic transformation in how the built environment is designed, constructed, maintained and 
repurposed. This transformation calls for a governance model that dismantles existing silos between 
education, labour market, environmental and innovation policies, ensuring coherence with broader 
sustainability and industrial strategies in the medium term. 

Environmental and innovation policies can play a key role in shaping demand for green skills, 
particularly through standardisation and regulatory requirements across the construction value chain, 
from design and planning to demolition and recycling. However, fully capitalising on these 
opportunities requires anticipatory governance that actively involves a broad and diverse group of 
stakeholders. This is especially important given the fragmented and loosely coupled nature of the 
construction value chain, which involves a wide array of stakeholders, including micro-enterprises in 
some regions’ informal economies. 

International experience highlights the importance of granting CoVEs sufficient autonomy to operate 
effectively. Autonomy allows CoVEs to respond swiftly to the needs of industry partners – whether 
through hiring staff, investing in cutting-edge equipment, supporting the development and uptake of 
new green materials and technologies, or addressing emerging skill demands. In complex and fast-
evolving national systems, responsiveness is essential, as localised needs often differ substantially. 

The agility and innovation capacity of CoVEs are crucial in enabling them to serve as dynamic hubs 
within increasingly complex skills ecosystems. With the right level of autonomy, CoVEs can pioneer 
new training models, pilot interdisciplinary programmes, act as demonstration centres for green 
technologies facilitating technology transfer especially to SMEs, and develop innovative pedagogies 
that empower apprentices to function as innovation agents within the green transition. 

This capacity for innovation is vital for fostering excellence in green construction, where new 
standards, materials and methods are continuously emerging. These rapid developments make the 
role of CoVEs critical in bridging knowledge and practice. Experience shows that public-private 
partnership governance models for CoVEs may be organised in different ways, and they typically 
evolve over time as trust is built and partnership models expand (European Training Foundation, 
2023). 

National policy reforms should aim to strike the right balance between governance and decision-
making at national, regional and local levels. While local autonomy ensures responsiveness and 
innovation, national-level governance provides the overarching frameworks, quality standards and 
funding mechanisms needed to scale effective practices and maintain alignment with broader 
economic, industrial and sustainability objectives (European Training Foundation, 2021). 

Over time, CoVEs evolve into nodes of innovation that have a systemic impact across regions and 
sectors. Their experiences in exercising autonomy within public-private partnerships offer valuable 
insights for the future of VET policy and practice. These models of excellence can be further 
strengthened through international collaboration, including staff and student exchanges. 

To advance vocational excellence, national VET reforms must focus on creating systemic conditions 
that allow CoVEs and wider VET ecosystems to thrive. Specifically, national reforms should prioritise: 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 39 

 
 
 
 
 
▪  positioning CoVEs as strategic players within regional development and innovation ecosystems, 
aligning VET with smart specialisation strategies and the twin green and digital transitions; 

▪  promoting inclusive, multi-level governance models that engage diverse stakeholders in co-

designing policies, curricula and learning pathways; 

▪  multi-level governance, which evidence shows is linked to increased effectiveness, efficiency, 

coherence, transparency, accountability and performance in VET systems, ensuring that reforms 
are demand-driven and forward-looking; and 

▪  supporting strong quality assurance cultures, shared outcome-based metrics, and stable, long-term 

funding mechanisms to reinforce performance-driven, autonomous CoVEs. 

From a policy perspective, VET excellence in construction means building ecosystems rather than 
acting in isolation. CoVEs act as platforms for active cooperation between VET providers, universities, 
employers, social partners, public agencies and civil society, facilitating co-creation and green tech 
diffusion. 

This ecosystem approach is particularly critical in construction, which faces greater challenges in 
innovation diffusion and scaling best practices due to its loosely coupled value chain – challenges that 
affect productivity, sustainability practices and employment quality. 

5.2  Skills ecosystems – vision and multi-level governance 

Recommendation 

Develop integrated dynamic skills ecosystems centred around CoVEs, governed by shared responsibility 
among stakeholders, including industry, government and educational institutions, to align training with 
regional economic and environmental priorities. 

Accelerating vocational excellence requires a shift from isolated training institutions to integrated skills 
ecosystems where CoVEs serve as central nodes. This means that they are place-based and 
embedded within local innovation, production systems and governance structures through the 
configuration and collaboration of training providers, enterprises, social partners, regional authorities 
and other stakeholders.  

Skills ecosystems enable approaches that are: 

▪  demand-driven and context sensitive (responding to real labour market and economic needs and 

opportunities);  

▪  inclusive (involving diverse stakeholders and promoting upskilling and reskilling that mitigate the 
job destruction effects of greening in the construction sector and create new and better job 
opportunities through upskilling and reskilling); 

▪  adaptive and resilient (able to effectively respond to technological, economic and societal change 

associated with the green transition); and 

▪  innovative (fostering economic development, innovation and inclusion in economic activity). 

To enable skills ecosystems to thrive, governance must be anchored in a shared vision that aligns 
education, training and lifelong learning objectives with regional economic transformation, 
environmental goals such as NDCs and the SDGs, and innovation agendas.  

Skills ecosystems imply that vocational excellence emerges not from isolated institutions but from 
well-orchestrated collaboration across the entire skills ecosystem, though experiences show that the 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 40 

 
 
 
 
 
actual governance model may vary, and it typically evolves over time as the partnership matures and 
expands (European Training Foundation, 2023).  

To foster active collaboration around activities of shared value, the governance of these ecosystems 
should be structured based on principles of shared responsibility, with clear roles for each stakeholder 
group and enabled by a shared vision and a long-term strategy to fully draw on the expertise and 
insights of all partners (European Training Foundation, 2021). This entails not only the consultative 
involvement of partners in CoVEs, but also active participation by stakeholders at all stages of a policy 
and planning cycle, drawing on the strengths of each partner. Industry partners should provide insights 
into skill needs and technological trends, regional authorities can provide insights into upcoming 
regulations or inward investments that will have an impact on skills demands, while social partners can 
play a key role in defining skills standards emerging across the value chain, which in turn allow 
training institutions to offer responsive training programmes.  

To inform strategy and targets, studies can be conducted to systematically identify economic 
strengths, labour market trends and relevant policy developments – such as emerging environmental 
regulations and standardisation efforts, which may influence future skills needs quantitatively and 
qualitatively. These insights can help anticipate emerging skills gaps, address potential job destruction 
effects of the green ttransition n, and identify new job opportunities across specific value chains, such 
as in the construction sector. 

As mentioned, government agencies play a critical enabling role – not only by establishing robust 
funding frameworks, but also through coordinated policy approaches that position CoVEs not merely 
through their provision of a skilled labour force, but as catalysts of smart specialisation, technology 
diffusion, and green and digital transformation in construction and across sectors of the economy. 

As such, CoVEs are a broader concept of VET excellence that go far beyond traditional training 
provision. They are understood as strategic hubs and accelerators of innovation within skills 
ecosystems and modes of operation (European Commission , 2022).  

5.3  Design for learning work-based and work-placed learning  

Recommendation 

Strengthen partnerships between VET institutions and construction companies to provide work-based 
learning opportunities, such as apprenticeships, internships and job-placement schemes, focused on 
green construction technologies and sustainability challenges. 

Work-based and work-placed learning are core components of effective vocational education in green 
construction, providing learners in VET programmes or in continuing training with authentic 
experiences that bridge general knowledge and with practical application. They also enable learners to 
acquire employability skills and competences that can be difficult to obtain in a traditional school 
setting. This approach recognises that the complex composition of sustainable construction skills 
cannot be developed solely in classroom settings, but must be cultivated through direct engagement 
with real-world challenges and the deployment of green materials and technologies. CoVEs are ideally 
situated to offer both work-based and work-placed learning opportunities, both for youth enrolling in a 
construction VET programme and for individual adult learners or companies that need to upskill or 
reskill for green construction. As the construction sector is in a transitional phase, and also counts 
many micro-companies in its ranks, it can be difficult for a specific company to cover the full set of 
green skills and processes associated with a particular occupation. These limitations can potentially 
be overcome by companies sharing an apprentice or trainee, or if the CoVE – for example, through its 
collaboration with suppliers to the construction value chain – can offer an authentic learning 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 41 

 
 
 
 
 
environment at the school premises for prominent practices and technologies. The use of software 
simulations and virtual reality may also potentially be considered.  

While work-based and work-placed learning share common features, they differ significantly in 
structure and legal status. These differences exist along a spectrum of arrangements. At one end are 
formal apprenticeships, where learners are legally employed, receive wages and hold employment 
contracts. In these arrangements, a substantial component of learning occurs on company premises, 
often guided by designated in-company trainers. At the other end is unstructured work-placed 
learning, such as job shadowing, which is designed primarily to introduce individuals to workplace 
environments. Between these extremes, work-based learning may occur in workshop settings at 
school premises, offering practical experience without full workplace immersion. 

Modern work-based learning also incorporates simulated workplace environments using digital tools, 
such as virtual reality applications that allow students to practise safety procedures in realistic work-
site scenarios without physical risk. These technological approaches bridge the gap between 
classroom theory and workplace application while providing safe learning environments for high-risk 
skills development. The varying structures create different learning experiences, each with distinct 
advantages for skills development and workplace integration. 

These modes exist along a continuum with varying degrees of employer and social partner 
involvement, governance models, duration, assessment methods and financing arrangements. The 
choice of model depends on specific objectives, such as developing vocational skills, building 
employability skills, informing career choices, or facilitating employment for disadvantaged individuals 
(European Training Foundation, 2018). 

To maximise the effectiveness of work-based and work-placed learning, CoVEs should establish 
formal mechanisms for ongoing dialogue with industry partners to ensure that training content remains 
aligned with evolving green construction practices. This includes regularly reviewing frameworks, 
developing shared assessment criteria for learning outcomes pertaining to green skills, and creating 
feedback loops that enable workplace experiences to inform curriculum development and pedagogical 
practices. 

5.4  Education and career guidance, and the attractiveness of 

education and training in the construction sector 

Recommendation 

Enhance the visibility of green construction careers by collaborating with education and training 
providers, the primary and lower secondary school sector, employment services and industry to provide 
targeted career guidance and outreach to underrepresented groups, such as women and migrants. 

Addressing the green skills gap in construction requires not only developing appropriate training 
programmes, but also attracting new talent to the sector. CoVEs play a crucial role in this process by 
enhancing the visibility and appeal of green construction careers through targeted career guidance 
initiatives. 

In the context of green construction, education and career guidance should highlight how upskilling, 
reskilling and environmentally focused training programmes serve a dual purpose. They not only 
reduce the environmental impact, but also create attractive job and career pathway opportunities for 
learners and potential employees. 

CoVEs should collaborate with schools, employment services and industry partners to deliver 
comprehensive and accessible information about jobs and careers in green construction. This should 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 42 

 
 
 
 
 
include insights into skill requirements, working conditions, career progression pathways, and the 
sector’s wider contribution to sustainability and climate action. 

Tailored formats should be developed to meet the needs of diverse audiences, including young 
people, career changers and vulnerable groups. These efforts are essential not only for informed 
career planning, but also for improving the overall attractiveness of the construction sector in a green 
economy. To enhance the appeal of construction education, CoVEs should showcase innovative 
training approaches and state-of-the-art facilities that prepare students for the green transition. This 
can be achieved through a living lab format, where different learner groups can gain hands-on 
experience in authentic settings, seeing first-hand how training programmes incorporate cutting-edge 
technologies and sustainable building practices. Such demonstrations help shift perceptions beyond 
traditional views of the construction industry.  

Targeted outreach to underrepresented groups is essential for addressing skills shortages and 
promoting social inclusion. By developing tailored recruitment strategies, which embed career 
guidance, tailored pathways to employment and earning, and employment matching services, CoVEs 
can reach non-traditional and vulnerable groups and help diversify the construction workforce while 
addressing critical skills gaps.  

Industry involvement in career guidance activities adds credibility and provides students and adult 
learners with authentic insights into workplace realities. In addition to a living lab offer, this may 
include site visits, guest lectures from industry professionals, job shadowing opportunities, and 
mentorship programmes that connect learners with experienced practitioners in green construction. 
This facilitates transition to employment in the construction sector in particular because the 
construction value chain is often dominated by SMEs, which typically do not have formalised HR 
practices.  

5.5  Greening and upgrading curricula for digital skills 

Recommendation 

Redesign VET curricula to fully integrate sustainability and digital competencies, including skills in 
building information modelling (BIM) and energy management systems, to prepare the workforce for the 
green and digital transitions by drawing on robust skills intelligence. 

Integrating sustainability competencies into VET learning outcomes and curriculum frameworks is a 
critical enabler for accelerating vocational excellence in the green construction sector and value chain. 
This is not merely a question of adding environmental content to existing courses. More 
fundamentally, it concerns how we conceptualise the greening of the construction sector and its value 
chain and how that is translated into skills requirements. One of the key challenges in assessing skills 
for the green transition lies in clearly defining what qualifies as a ‘green’ skill – an issue closely linked 
to the broader difficulty of classifying green jobs. Green jobs span a wide range of sectors and 
occupations, and are far from uniform in their skill requirements. They can demand anything from low 
to high qualifications and involve diverse skill sets. Therefore, focusing solely on green jobs can 
obscure important differences. To better understand the evolving demands of the green economy, it is 
essential to shift the emphasis from jobs to the underlying skills. A skills-based approach allows for a 
more granular analysis of the complex and varied dynamics driving the green transition (OECD, 2023). 

The EU’s Green Deal emphasises environmental sustainability in vocational education and training, 
calling for collaboration with industry to identify and integrate both sector-specific and cross-sectoral 
green skills into VET curricula. This means, as mentioned previously, that programmes need to be 
‘greened’ to incorporate climate change awareness, green technologies, energy efficiency, circular 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 43 

 
 
 
 
 
economy principles and sustainable practices, supported by appropriate pedagogical methods that 
foster environmental consciousness. 

This systemic approach recognises that sustainability is not merely an add-on to existing curricula, but 
necessitates a transformation of how we conceptualise vocational competencies. Conceptual 
frameworks such as the EU’s ESCO classification system offer a foundation that could be adapted 
specifically to mapping green construction skills, working as a dictionary, describing, identifying and 
classifying professional occupations and skills relevant for the EU labour market and education and 
training through a common language. Initiatives such as the BuildSkills Academy (see Section 4) and 
the Construction Blueprint (and its Construction Skills Observatory) provide valuable mappings of skill 
needs in construction that can serve as references for national curriculum development.  

Another recommended action is to integrate green skills measures in the forthcoming Nationally 
Determined Contributions (NDCs 3.0) by each country under the Paris Agreement (United Nations 
Climate Change, 2025). Countries should leverage the NDC development process to conduct 
comprehensive sectoral skills foresight for the construction industry, examining different occupational 
fields and their required competencies. This assessment should encompass green building design 
professionals (architects and engineers), sustainable materials specialists (suppliers and producers) 
and energy-efficiency practitioners (planners, electricians, plumbers and technicians). 

NDC implementation plans should include quantifiable training targets that directly support climate 
goals. For instance, countries might commit to ‘train and certify 500 000 workers in green building 
techniques by 2030’ or ‘integrate energy-efficiency modules into 80% of vocational training 
programmes in the construction sector’. Additionally, developing micro-credential pathways for 
digitisation skills (such as building information modelling and Internet of Things applications in smart 
buildings) can facilitate targeted upskilling. Dedicated retrofitting training pathways can simultaneously 
address climate objectives and combat unemployment. 

Digital skills must be integrated alongside green competencies, reflecting the growing convergence of 
sustainability and digitisation in modern construction practices. Key green competencies include 
energy-efficient design and retrofitting knowledge (passive house principles, renewable energy 
systems and energy modelling), expertise in sustainable materials (selecting and applying eco-friendly 
materials like low-carbon concrete and reclaimed wood), and proficiency in green technology 
integration (installing and maintaining technologies such as solar panels, geothermal heating systems 
and smart energy management solutions). 

Essential digital tools complement these green skills, including building information modelling for 
creating detailed 3D models that facilitate energy simulations and sustainability assessments; energy 
modelling software for analysing and optimising building energy consumption; smart construction 
technologies for managing IoT-enabled devices that monitor energy use and environmental 
performance in real time; and data analysis capabilities to inform sustainable decision-making 
throughout construction projects. 

Moreover, sustainable construction practices call for new soft skills to support the ability to collaborate, 
innovate and problem-solve. These demands are further compounded by regional and international 
sustainability standards, such as LEED certification and BREEAM guidelines, which mandate 
compliance with environmentally friendly construction practices. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 44 

 
 
 
 
 
 
5.6  Upskilling and reskilling for evolving labour markets 

Recommendation 

Develop flexible, modular training programmes for all adults – both employed and unemployed – focused 
on digital tools and sustainable construction practices. These targeted upskilling and reskilling 
opportunities will prepare the workforce for the green transition in construction. Training programmes 
should be based on reliable skills intelligence, aligned with industry-established standards and built 
around coherent pathways that recognise prior learning (RPL); and allow for an integration of formal, 
informal and nonformal learning). 

Providing workers with upskilling or reskilling offers can ease movement between jobs from spells of 
employment and support transitions as the construction sector is transforming. It also enhances 
workers’ capacity to adopt, adapt and further develop green technologies, materials and sustainable 
building practices. Innovations throughout the value chain can lead to productivity gains and improve 
job quality and earnings, not least for those employed in micro-enterprises, which in some regions are 
predominantly part of the informal economy.  

Upskilling and reskilling provision should be designed with the specific constraints and motivations of 
working professionals in mind. Micro-credentials are particularly suitable as they offer the potential to 
better connect informal, non-formal and formal learning in personalised and flexible industry-relevant 
pathways. This includes offering flexible delivery formats (evening courses, weekend workshops, 
online modules), and support services that consider the diverse needs of adults. 

Many adults working in the construction sector may not have obtained any formal qualifications, but 
they may still possess a range of relevant skills. Policies and practices for the recognition of prior 
learning (RPL) and experience are therefore critical to inclusive upskilling and reskilling practices in 
the construction sector. 

CoVEs are uniquely positioned to deliver inclusive upskilling and reskilling opportunities, thanks to 
their close collaboration with employers, social partners, and public institutions such as employment 
services. This collaborative model enables integrated ‘learning and earning’ pathways – starting from 
tailored career guidance, RPL (validation and recognition of prior learning) and other support services 
to training aligned with real labour market demand. It also allows for customised approaches that 
combine workplace-based learning with matching services, particularly benefiting vulnerable groups.  

Upskilling and reskilling offers should be informed by state-of-the-art skills intelligence and aligned 
with emerging standards and regulatory requirements across the construction value chain. For 
professionals who already hold formal qualifications, targeted short courses and certifications are 
essential to remain up to date with advances in green technologies, materials and sustainable 
processes. 

For individuals who have low qualifications or are long-term unemployed, modular training pathways 
that integrate both technical and general skills offer a more accessible route to sustainable 
employment. These programmes should be flexible and outcome-oriented, with granular, evidence-
based quality assurance systems to monitor relevance, effectiveness and cost-efficiency. 

As part of their strategic development, CoVEs should explore integrating internationally recognised 
certifications such as LEED, BREEAM, EDGE and WELL, as well as digital certifications in areas like 
the Internet of Things (IoT) and building information modelling linked to specific occupational roles. 
These certifications align training with real market needs, including large-scale infrastructure projects 
supported by inward investment. They build on widely accepted international standards, enhancing 
cross-border recognition and labour mobility, while reducing skills mismatches and closing gaps in 
emerging green sectors; this is particularly valuable in transition economies. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 45 

 
 
 
 
 
Furthermore, CoVEs could license and adapt training materials developed through international 
initiatives, such as the Sectoral Skills Alliance led by the European Institute of Innovation and 
Technology (EIT), or from other leading international CoVEs focused on the construction value chain. 
This approach can accelerate the adoption of best practices, promote technology transfer, and foster 
international cooperation in innovation and training delivery. 

5.7  Teachers’ professional development 

Recommendation 

Develop continuous professional development programmes for VET teachers and trainers, ensuring that 
they stay updated on green construction practices and adopt experiential teaching methodologies. 

The successful implementation of green construction training depends critically on the knowledge, 
skills and attitudes of VET teachers and trainers. As green building practices and technologies 
constantly evolve, educators require regular professional development to stay current with industry 
developments and effective teaching methodologies. 

VET institutions should facilitate opportunities for teachers to gain practical, hands-on experience in 
green construction by partnering with companies. This can include industry-led workshops, site visits, 
and temporary placements within construction companies. Such experiences enable teachers to 
develop an authentic understanding of current practices that they can then incorporate into their 
teaching. 

Sector-specific training forms the foundation of effective teacher development, with educators 
receiving regular, targeted instruction on emerging green construction technologies, materials and 
methods. This includes training on energy-efficient building systems, circular economy principles and 
digital tools. Complementing theoretical knowledge, short-term industry placements in leading green 
construction companies ensure that teachers gain practical, up-to-date industry insights. For example, 
the French CoVE La Maison Passive provides targeted teacher training on passive house 
construction, integrating real-world industry experiences and hands-on technical training, ensuring that 
educators remain at the forefront of sustainable building practices. 

Modular training pathways through micro-credentials and certifications allow teachers to gain 
specialist skills quickly, reflecting the rapid evolution of the sector. The work of Colleges and Institutes 
Canada (CICan) exemplifies this approach through its faculty training modules specifically designed 
for trades instructors. CICan has published comprehensive professional development modules 
covering key construction areas including carpentry, electrical installations, landscaping and HVACR 
(heating, ventilation, air conditioning and refrigeration). 

Integrating digital tools is essential, with teachers receiving training in digital construction technologies 
such as BIM, digital twins and IoT systems, which are fundamental for sustainable building design and 
management. This can be achieved through virtual simulations and digital labs that complement 
hands-on training. The German CoVE Bau-ABC Rostrup demonstrates this approach by integrating 
digital tools like 3D modelling, augmented reality and smart construction technologies into its teacher 
training programmes, enhancing the digital competencies required for modern green construction. 

Providing financial and institutional support for ongoing teacher training, including allocated time for 
professional development, is crucial for sustainable implementation. Additionally, recognising 
continuous learning and industry engagement as part of career progression for VET teachers creates 
incentive structures that encourage ongoing professional growth. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 46 

 
 
 
 
 
5.8  Advancing construction through strategic research and 

innovation partnerships 

Recommendation 

Forge strategic partnerships between CoVEs and research institutions, building on knowledge triangles 
enabling technology and knowledge transfer by integrating advanced sustainability practices into 
vocational training. This may occur through collaborative applied research, innovation hubs or 
technology transfer services, ensuring that construction education remains aligned with industry 
advancements. 

To ensure that vocational training in green construction remains at the cutting edge of sustainability 
practices, strong CoVE partnerships should also involve research institutions, universities and industry 
players, forming a robust knowledge triangle within the construction value chain. These partnerships 
enable a continuous, interactive flow of knowledge and technology transfer, connecting theoretical 
insights from research with practical, real-world applications and nurturing a dynamic and adaptive 
skills ecosystem. This not only ensures that the training offer and other CoVE activities rest on the 
latest innovations in sustainable building materials, energy-efficient systems and sustainable 
construction practices, but also creates positive spillover effects. By enhancing the density of regional 
innovation ecosystems, this approach accelerates the green transition within the construction value 
chain and contributes to the broader transformation toward a sustainable economy. 

The Basque VET Applied Research Centre, Tknika, demonstrates how CoVEs can become strategic 
accelerators of regional innovation and smart specialisation. Developed under the leadership of the 
Basque government, Tknika goes beyond traditional vocational training by embedding applied 
research, industry partnerships and educational innovation into its core activities. It actively aligns the 
VET ecosystem with regional economic transformation priorities. 

At its core, Tknika practices industry-driven curriculum co-design, bringing together construction 
companies, green technology providers and public authorities to develop VET curricula that integrate 
energy-efficient building methods, sustainable materials, digital skills and life cycle assessment 
techniques. This ensures that training remains responsive to emerging technologies and sustainability 
standards. 

Beyond education, Tknika offers business incubation and SME support, providing access to testing 
facilities, coaching on green certification standards, and assistance with EU funding programmes. This 
accelerates the commercialisation of sustainable innovations and stimulates local green job creation. 

Tknika’s effectiveness is reinforced by its multi-stakeholder governance structure, including VET 
providers, industry representatives, research institutions and local authorities. This ensures alignment 
with regional development goals and innovation policies. 

Applying this model to the construction sector creates significant opportunities for addressing key 
challenges. It enables deeper value chain integration through strategic partnerships with clearly 
defined roles that provide business value for all participants.  

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 47 

 
 
 
 
 
 
 
5.9  Financing mechanisms 

Recommendation 

Establish sustainable funding streams for CoVEs, including innovative public-private partnerships, 
sectoral skills levies, and tax incentives for companies investing in green VET activities. 

To effectively support the green transition, national governments can establish dedicated, stable 
funding streams that provide long-term support for both infrastructure and workforce development. 
France provides a leading example through its France Relance recovery plan, launched in 2020, 
which allocated EUR 100 billion across key areas, including EUR 30 billion for ecological 
transformation. Within this framework, EUR 1.6 billion was specifically earmarked for vocational 
training in sectors critical to the green transition, including construction. Importantly, the plan climat-
air-énergie territorial (PCAET) framework allows regional authorities to tailor national funding to local 
labour market needs, ensuring that national investments are effectively translated into regional 
workforce development. 

Another way to establish sustainable funding streams for CoVEs is through innovative public-private 
partnerships, sectoral skills levies, and tax incentives for companies investing in green VET activities. 
A coordinated, multi-layered approach is essential – one that integrates direct public funding, private 
co-investment, sector-specific grants and innovative financial instruments. By embedding upskilling 
and reskilling within the broader policy framework and funding base for the green transition, it is 
possible to achieve green skills development at sufficient scale. 

Legal and financial frameworks enabling the joint operation of specialist training centres through 
public-private partnerships are innovative governance models that combine public education missions 
with private sector management approaches. For instance, the Training Institute for Renewable 
Energy and Energy Efficiency (IFMEREE) in Morocco is run in collaboration between public and 
private partners. The training centre operates in the national public education system and its education 
is free for students. However, the day-to-day management of IFMEREE is delegated to a public limited 
company with a supervisory board primarily representing private sector stakeholders. The IFMEREE 
model demonstrates how hybrid organisational structures can leverage the strengths of both sectors. 

Modernised sectoral training levy systems specifically supporting green skills development, as 
implemented by the UK’s Construction Industry Training Board, demonstrate how industry-wide 
funding mechanisms can be redirected toward strategic priorities like sustainability. By reforming levy 
allocation formulas to prioritise training in sustainable construction methods, these systems create 
collective financing mechanisms that overcome individual firms’ reluctance to invest in transferable 
skills. 

Green training requirements in public construction contracts are a powerful policy lever that links 
procurement to skills development. Belgium’s Employment-Environment Alliance illustrates how public 
spending can create market incentives for workforce development, requiring contractors on public 
projects to provide apprenticeship positions focused on sustainable building methods. This approach 
recognises that governments can use their purchasing power to drive educational innovation and 
labour market transformation simultaneously.  

Blended finance instruments combining concessional funding with private investment demonstrate 
innovative approaches to educational financing that leverage limited public resources. As an example, 
The African Development Bank (AfDB), in collaboration with Invest in Africa, initiated the MicroGREEN 
project to empower marginalised groups through micro-entrepreneurship in green jobs. With a 
USD 1 million grant from the AfDB’s Youth Entrepreneurship and Innovation Multi-Donor Trust Fund, 
the project aims to generate up to 500 green job opportunities. It employs a value chain-based 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 48 

 
 
 
 
 
approach, engaging private sector partners to provide business development services, thereby 
ensuring the project’s sustainability beyond public funding. 

The examples above shows that the integration of VET capacity building into climate finance 
frameworks represents a conceptual shift in how we understand the relationship between education 
and environmental action, and in that respect how alignment between policy areas can accelerate the 
green transition. In fact, the World Bank’s incorporation of construction skills development provisions 
into climate investment funds illustrates explicit policy efforts to overcoming technical capacity 
constraints that often limit the implementation of funded green projects. Moreover, the examples 
illustrate that financing green transition in construction requires a coordinated, multi-layered approach 
that integrates direct public funding, private co-investment, sector-specific grants and innovative 
financial instruments.  

5.10  Internationalising vocational excellence 

Recommendation 

Adopt global quality frameworks like EQAVET, and align qualifications with the EQF for skills recognition 
and portability. Promote international networks and mobility programmes to boost knowledge exchange 
and intercultural skills. Integrate green skills and inclusion into training to support a sustainable, equitable 
construction workforce. 

The internationalisation of vocational excellence marks a fundamental shift from nationally confined 
VET systems towards globally connected learning ecosystems. These networks reflect the realities of 
increasingly globalised value chains, even in sectors like construction, where multinational firms 
operate across borders.  

CoVEs serve as strategic platforms for international cooperation, fostering shared learning, innovation, 
and the co-development of solutions to common challenges such as climate change and technological 
transformation that transcend national boundaries. By facilitating knowledge exchange and joint 
initiatives, international collaboration through CoVEs helps accelerate the uptake of effective practices 
in green construction training, technology transfer and innovation, while promoting alignment on 
standards and preventing costly duplication of efforts.  

To support this transformation, policy should deploy benchmarks of international standards and best 
practices to guide policy reform. A key priority is the development of internationally recognised quality 
assurance frameworks, competence and learning-outcome-based approaches resting on qualifications 
frameworks. When this is underpinned by outcome metrics such as transition to labour markets to 
skilled employment, qualifications can be compared against one another, and are thus conducive to 
trust and portability across borders. 

This involves adopting frameworks such as European Quality Assurance in Vocational Education and 
Training (EQAVET), which provides a structured model for planning, implementation, evaluation and 
continuous improvement in VET delivery. Through EQAVET, countries can use a shared set of 
indicators and descriptors to assess and raise the quality of their vocational education systems 
(European Commission , 2025). Similarly, international standards like ISO 21001, developed by the 
International Organization for Standardization (ISO), offer a management system tailored specifically 
to educational organisations. This standard emphasises learner-centred practices, stakeholder 
engagement and data-driven quality enhancement.  

In practice, aligning with these benchmarks involves incorporating standardised learning outcomes 
into national qualifications frameworks and mapping them to broader international frameworks like the 
European Qualifications Framework (EQF). This alignment facilitates the mutual recognition of 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 49 

 
 
 
 
 
qualifications, allowing diplomas or certificates earned in one country to be accepted and valued in 
others, thereby supporting learners in pursuing further education abroad and workers in accessing 
international labour markets. 

EU candidate countries have been actively engaging in this alignment process (The office for dual 
education and the national qualification framework, 2025). 

 (Western Blakan Alliance for work based learning , 2025). 

 (European Commission , 2023). 

Beyond standards and frameworks, internationalising vocational excellence requires enabling 
transnational mobility. Policymakers should expand access to international exchange programmes – 
such as the EU Erasmus+ programme – for students, apprentices and teachers. These experiences 
build not only technical skills, but also intercultural competence, language proficiency and global 
awareness. Institutions must also invest in enhancing the ability of staff to manage international 
partnerships and deliver instruction in diverse and multilingual environments. The ETF’s Network for 
Excellence (ENE) exemplifies networks that facilitate peer-learning activities for strengthening and 
greening VET. Additionally, the ETF’s International Self-Assessment Tool for CoVEs (ISATCOVE) is a 
digital platform allowing VET centres to evaluate their activities against global best practices through a 
framework of 23 criteria across three dimensions, with several criteria focusing on environmental 
sustainability and green skills provision.  

The UNEVOC network and the Bridging Innovation and Learning in TVET (BILT) project, supported by 
the German Federal Ministry of Education and Research (BMBF) and UNESCO-UNEVOC, is another 
example of international collaboration. BILT focuses on the building and construction sector, 
addressing key global challenges through the expertise of 31 leaders from Europe, Africa and Asia-
Pacific (BILT Expert group website). Innovation and learning practices are being published 
continuously and can be accessed via an online database on the UNESCO-UNEVOC website. These 
activities support the implementation of the UNESCO Strategy for TVET 2022-2029 and the ￼. 

5.11  Data-driven approaches for demand-led CoVE activities 

Recommendation 

Establish clear outcome-based metrics as part of quality assurance systems to track CoVEs’ 
performance effectiveness and cost-efficiency. Use these metrics to encourage innovations that respond 
to actual demand, whether for graduate employment, workforce training or entrepreneurship projects. 
Support this with reliable skills forecasting and regular stakeholder input to ensure that CoVEs’ activities 
stay aligned with changing industry needs and technological advances. 

Effective feedback mechanisms are essential for keeping vocational excellence in green construction 
responsive to industry needs, technological developments and policy priorities. These mechanisms 
should create continuous information exchange between CoVEs, industry partners, policymakers and 
stakeholders to support data-driven decision-making. 

CoVEs should establish a robust feedback loop between education providers and research institutions 
to integrate industry innovations into VET curricula. This collaboration ensures that training remains 
aligned with evolving technological trends, including those driven by standardisation and regulations. 

To strengthen these mechanisms, CoVEs should implement systematic graduate tracking to monitor 
the employment outcomes and career progression of alumni in green construction. This data provides 
valuable insights into training effectiveness and identifies emerging skill needs. Skills anticipation 
exercises, conducted with industry partners, research institutions and policy stakeholders, should 
translate insights into practical actions. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 50 

 
 
 
 
 
Skills anticipation in construction can serve as an innovation accelerator by helping companies identify 
emerging skill requirements related to new materials, digital tools, green technologies and construction 
methods. It also promotes learning-intensive work practices by encouraging shifts from traditional 
hierarchies to collaborative models that foster worker involvement in problem-solving and innovation. 

Evidence (OECD, 2023) shows that skills anticipation efforts have a greater impact when using a 
clear, consistent methodological framework with agreed concepts among stakeholders. For maximum 
effectiveness, skills anticipation efforts should: 

▪  build collaborative relationships based on trust; 

▪  employ methods specifically tailored to green skills needs; 

▪  focus on skills using a task-based approach rather than just occupational categories; and 

▪  target specific sectors or regions. 

In addition to formalised skills anticipation approaches, digital platforms can facilitate continuous 
feedback collection from employers, social partners, employees, students and teachers, creating real-
time data flows that inform curriculum development and teaching practices. Annual stakeholder forums 
bringing together all players in the green construction skills ecosystem can provide opportunities for 
structured dialogue about system-wide challenges and opportunities emerging from skills anticipation 
studies and more informal localised approaches, ensuring that feedback leads to concrete actions and 
improvements. 

As an example, the BuildSkills Academy project, funded under the Erasmus+ programme, has 
developed the BuildEnrichedSkills Methodology (BESM). This methodology guides VET providers in 
enhancing their courses through a structured process that includes self-assessment, gap 
identification, and enrichment. By establishing conceptual frameworks with clear classifications and 
definitions as the basis for data-driven approaches and robust feedback mechanisms at all levels, 
CoVEs can ensure that vocational excellence in green construction remains dynamic, relevant, and 
responsive to the evolving needs of the sector and society as a whole. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 51 

 
 
 
 
6.  SUMMARY OF RECOMMENDATIONS AND 

CONCLUSIONS 

Summary of policy recommendations and the implementation 
framework 

The table below summarises the 11 policy recommendations detailed in this section, providing a clear 
and actionable overview of the key measures needed to advance vocational excellence and green 
skills development in the construction sector. These recommendations respond to the urgent need for 
systemic transformation driven by emerging environmental challenges and evolving labour market 
demands. 

It organises each recommendation by specific actions, governance levels and responsible 
stakeholders, while linking them to relevant international frameworks of the EU Green Deal, the 
Sustainable Development Goals (SDGs) and the Paris Agreement. This alignment ensures that 
national and regional efforts contribute effectively to broader global commitments on sustainability, 
climate action and inclusive economic growth. Where applicable, the table also suggests timeframes 
for implementation to support strategic planning, progress tracking, and adaptive management. 

By presenting the recommendations in this structured format, the table facilitates easier reference, 
enhances policy coherence, and supports stakeholders in coordinating efforts across multiple sectors 
and governance levels. This approach acknowledges the complexity of the green transition and 
vocational reform, emphasising the need for integrated, multi-stakeholder collaboration to build 
resilient, future-ready skills ecosystems. Ultimately, these coordinated actions aim to foster a just and 
inclusive transition, equipping workers and communities to thrive in a sustainable economy. 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 52 

 
 
 
 
 
Table: Policy recommendations for vocational excellence and green skills development 

# 

Recommendation summary 

Action items 

Governance level 

1 

Grant CoVEs greater autonomy 
for green construction training 
innovation 

▪ Empower CoVEs with 
legal/managerial autonomy 
▪ Establish clear accountability 
and multi-level governance 

National, regional 

Responsible 
stakeholders 

Ministries of education 
and labour, CoVEs, 
private sector 

2 

Build inclusive, place-based skills 
ecosystems 

3 

Expand work-based learning 
partnerships 

4 

Enhance education and career 
guidance for green construction 

5 

Greening curricula with 
sustainability and digital skills 

▪ Establish co-governance 
among government, industry 
and civil society 
▪ Develop a shared long-term 
vision 

▪ Foster partnerships between 
CoVEs and construction 
companies 
▪ Use apprenticeships and 
virtual simulations 

▪ Coordinate outreach with 
schools and employment 
services 
▪ Target underrepresented 
groups 

▪ Integrate BIM, energy-
efficiency and circular 
economy principles 
▪ Partner with industry for 
curriculum development 

Regional, local 

Regional authorities, 
industry associations, 
civil society 

Local, regional 

CoVEs, employers, VET 
providers 

National, regional 

Education ministries, 
career services, industry 

National 

VET authorities, 
curriculum developers, 
industry 

International framework alignment 

EU Green Deal: European Skills Agenda, Pact 
for Skills 
Paris Agreement – Article 6: Capacity building 
SDG 4.4: Increase the number of youth and 
adults with relevant skills for employment, decent 
jobs and entrepreneurship 

EU Green Deal: Just Transition Mechanism, 
local climate resilience 
Paris Agreement – NDC implementation 
SDG 8.5: Achieve full and productive 
employment and decent work for all, with equal 
pay for equal value 

EU Green Deal: Renovation Wave, Youth 
Employment Support 
Paris Agreement – Articles 6 & 11: Capacity 
building for low-carbon transition 
SDG 4.4 (as above) 

EU Gender Equality Strategy 2020-2025 
(aligned with Green Deal) 
Paris Agreement – Article 12: Education and 
awareness 
SDG 5.5: Ensure women’s full participation and 
equal opportunities in leadership 

EU Green Deal: Circular Economy Action Plan, 
Digital Education Action Plan 
Paris Agreement – Article 12: Education and 
training 
SDG 4.4 (as above) 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 53 

 
 
 
 
6 

7 

Develop flexible 
upskilling/reskilling programmes 
for adults 

Continuous professional 
development for VET teachers 

8 

Forge research and innovation 
partnerships 

9 

Establish sustainable financing 
mechanisms 

10 

Internationalise vocational 
excellence 

11 

Implement data-driven quality 
assurance and skills forecasting 

▪ Create modular training and 
micro-credentials 
▪ Include recognition of prior 
learning (RPL) 

▪ Provide CPD on green 
technologies and teaching 
methods 
▪ Include industry placements 
and digital tools 

▪ Link CoVEs with universities 
and research institutes 
▪ Develop living labs and 
innovation hubs 

▪ Develop public-private funding 
models 
▪ Use skills levies, tax incentives 
and climate finance 
instruments 

▪ Align with EQAVET and EQF 
▪ Promote mobility via Erasmus+ 
and international partnerships 

▪ Adopt outcome metrics and 
stakeholder engagement 
▪ Use digital platforms for real-
time feedback 

National, regional 

CoVEs, adult education 
providers, social partners 

EU Pact for Skills, Green Deal Industrial Plan 
(Net-Zero Industry Academy) 
Paris Agreement – Article 11: Capacity building 
SDG 4.4 (as above) 

National 

Education Ministries, 
CoVEs, Teacher 
Associations 

EU Green Deal: Lifelong Learning components 
Paris Agreement – Articles 11 & 12: Knowledge 
sharing and education 
SDG 4.4 (as above) 

Regional, National 

CoVEs, Universities, 
Research Institutes, 
Industry 

National 

Ministries of finance and 
education, private sector 

National, regional, local  Education authorities, 

CoVEs, international 
networks 

National, regional 

CoVEs, industry, 
policymakers 

EU Green Deal: Horizon Europe Missions 
(Climate, Cities) 
Paris Agreement – Article 10: Technology 
development and innovation 
SDG 13.3: Improve education and awareness of 
climate change mitigation and adaptation 

EU Green Deal: Green Deal Investment Plan, 
Social Climate Fund 
Paris Agreement – Article 9: Climate finance 
commitments 
SDG 4.4 (as above) 

EU Green Deal: Erasmus+ Green Mobility 
Scheme, European Education Area 
Paris Agreement – Articles 6, 11, 12: 
International cooperation, education 
SDG 4.4 (as above) 

EU Green Deal: GreenComp framework, skills 
intelligence tools 
Paris Agreement – Article 13: Enhanced 
transparency framework 
SDG 4.4 (as above) 

 ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 54 

 
 
 
 
 
Conclusions 

The greening of the construction sector represents both an urgent necessity and a significant 
opportunity for vocational education and training systems worldwide. As this thematic report has 
demonstrated, CoVEs are uniquely positioned to drive this transformation through their dynamic skills 
ecosystems and collaborative approaches. 

The examples and insights presented throughout this paper illustrate how CoVEs can effectively 
bridge the green skills gap in construction by fostering partnerships across the entire value chain, 
developing innovative training methodologies and ensuring that education remains responsive to 
rapidly evolving industry needs. From integrating sustainability into curricula to providing work-based 
learning opportunities and leveraging research partnerships, these approaches collectively contribute 
to building a workforce equipped to implement sustainable practices across the sector. 

The policy recommendations outlined provide a comprehensive framework for accelerating vocational 
excellence in green construction. By granting CoVEs greater autonomy within structured accountability 
frameworks, developing integrated skills ecosystems with shared governance, enhancing work-based 
learning opportunities and establishing sustainable funding mechanisms, policymakers can create the 
conditions for systemic change. 

As we move forward, the success of these efforts will depend on continued collaboration among 
stakeholders, data-driven approaches to skills provision, and commitment to inclusive training 
pathways that leave no one behind in the green transition. International cooperation and knowledge 
exchange will be essential to scale effective practices and ensure that vocational excellence in green 
construction becomes a global reality rather than isolated pockets of innovation. 

The transformation of the construction sector is not merely a technical challenge but a social and 
economic imperative. Through vocational excellence, CoVEs can help ensure that this transformation 
creates quality employment opportunities while contributing to a more sustainable built environment.  

ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 55 

 
 
 
 
ACRONYMS 

BCG 

BESM 

BIBB 

BIM 

Boston Consulting Group 

Build Enriched Skills Methodology 

Federal Institute for Vocational Education and Training 

Building Information Modelling 

BREEAM 

Building Research Establishment Environmental Assessment Method 

BUILD UP 

European Portal for Energy Efficiency in Buildings  

CEA 

Center for Economic Analyses 

CEDEFOP 

European Centre for the Development of Vocational Training 

CICan 

CLT 

COP 

CoVE 

EBRD 

ENE 

ENE 

Colleges and Institutes Canada 

Cross-Laminated Timber 

Conference of the Parties (of the UN Framework Convention on Climate 
Change) 

Centre of vocational excellence 

European Bank for Reconstruction and Development 

ETF Network for Excellence 

ETF Network for Excellence 

ENESAT 

ENE Self-Assessment Tool 

EQAVET 

European Quality Assurance in Vocational Education and Training 

EQF 

ESCO 

ETF 

EU 

European Qualifications Framework 

European Skills, Competences, Qualifications and Occupations 

European Training Foundation 

European Union 

ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 56 

 
 
 
 
EVBB 

EVTA 

FET 

GIZ 

European Association of Institutes for Vocational Training  

European Vocational Training Association 

European Vocational Training Association 

German Agency for International Cooperation 

GlobalABC 

Global Alliance for Buildings and Construction 

GRETA 

HVACR 

ICA 

ICBC 

IEA 

Greening Responses to Excellence through Thematic Actions 

Heating, Ventilation, Air Conditioning and Refrigeration 

Institute of Construction of Albania 

Intergovernmental Council for Buildings and Climate 

International Energy Agency 

IFMEREE 

Training Institute for Renewable Energy and Energy Efficiency 

ILO 

INRAE 

ISO 

LEED 

NDC 

NGO 

OECD 

PEEB 

RPL 

SGBC 

SME 

International Labour Organization 

French National Research Institute for Agriculture, Food and 
Environment 

International Organization for Standardization 

Leadership in Energy and Environmental Design 

Nationally Determined Contributions 

Non-governmental organisation 

Organisation for Economic Co-operation and Development 

Franco-German Programme for Energy Efficiency in Buildings 

Recognition of Prior Learning 

Serbia Green Building Council 

Small and Medium-sized Enterprises 

ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 57 

 
 
 
 
TP 

UNEP 

True Positive 

United Nations Environment Programme 

UNESCO-UNEVOC 

International Centre for Technical and Vocational Education and 
Training 

VET 

VQA 

WEF 

Vocational Education and Training 

Vocational Qualifications Authority 

World Economic Forum 

ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 58 

 
 
 
 
BIBLIOGRAPHY 

ADB (2024). BUILD4SKILLS - Integrating Traineeships into ADB-supported Infrastructure Projects. 
Available at https://www.adb.org/publications/build4skills-traineeships-handbook (Accessed: 4 August 
2025). 

Atkins Search. (2025). Top 5 Skills in Demand for Careers in Sustainable Construction. Available at 
https://www.atkinssearch.co.uk/insights/green-construction-skills-uk-2025/ (Accessed: 4 August 2025). 

BCG (2023). Will a Green Skills Gap of 7 million Workers Put Climate Goals at Risk? Available at 
https://www.bcg.com/publications/2023/will-a-green-skills-gap-put-climate-goals-at-
risk?utm_source=chatgpt.com (Accessed: 4 August 2025). 

BSA (2024). Introducing the Skills Gap Matrix (Del. 2.1). Available at 
https://buildskillsacademy.com/2024/05/08/introducing-the-skills-gap-matrix-del-2-1/ (Accessed: 4 
August 2025). 

BSA (2025). BuildSkills Academy Introduces the BuildEnrichedSkills Methodology to Support VET 
Providers. Available at https://buildskillsacademy.com/2025/02/19/buildskills-academy-introduces-the-
buildenrichedskills-methodology-to-support-vet-providers/ (Accessed: 4 August 2025). 

BSA. (n.d). About Us. Available at https://buildskillsacademy.com/about/ (Accessed: 4 August 2025). 

BUILD UP. (2024). Overview Article - Smart buildings and smart technologies in Europe: state of play 
and perspectives. Available at https://build-up.ec.europa.eu/en/resources-and-tools/articles/overview-
article-smart-buildings-and-smart-technologies-europe-state (Accessed: 4 August 2025). 

Buildings and Climate Global Forum. (2024). Declaration de Chaillot - Ministerial Declaration. 
Available at https://www.ecologie.gouv.fr/sites/default/files/documents/declaration-de-chaillot-forum-
batiments-climat.pdf (Accessed: 4 August 2025). 

CEDEFOP. (2023). The greening of the EU construction sector - Skills intelligence data insight. 
Available at https://www.cedefop.europa.eu/en/data-insights/greening-eu-construction-
sector#_the_effects_of_the_green_transition (Accessed: 4 August 2025). 

CICan. (2024). Greening Construction Trades in Canada – Faculty Training Modules. Available at 
https://pressbooks.pub/ftmcicanmodules/ (Accessed: 4 August 2025). 

EBRD, UN-Habitat & WorldGBC. (2022). Sustainable Reconstruction & Recovery Framework For the 
Southern & Eastern Mediterranean. Available at https://worldgbc.org/sustainable-reconstruction-
recovery-framework/ (Accessed: 4 August 2025). 

ECESP. (2021). Circular Buildings and Infrastructure. Available at https://eeb.org/wp-
content/uploads/2022/04/circular_buildings_and_infrastructure_brochure.pdf (Accessed: 4 August 
2025). 

EEA. (2024). Addressing the environmental and climate footprint of buildings. Available at 
https://www.eea.europa.eu/en/analysis/publications/addressing-the-environmental-and-climate-
footprint-of-buildings/addressing-the-environmental-and-climate-footprint-of-buildings (Accessed: 4 
August 2025). 

ETBI. (2024). FET Skills Box - Career Chart for Construction. Available at 
https://library.etbi.ie/skillsbox (Accessed: 4 August 2025). 

ETBI. (n.d.). Further Education and Training. Available at https://www.etbi.ie/about-etbi/further-
education-and-training/ (Accessed: 4 August 2025). 

ETF. (2019). Skills for Smart Specialisation (S4S3). Available at 
https://openspace.etf.europa.eu/content/skills-smart-specialisation-s4s3 (Accessed: 4 August 2025). 

ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 59 

 
 
 
 
ETF. (2022). ENESAT22 - ETF Self-Assessment Tool for Excellence. Available at 
https://www.etf.europa.eu/sites/default/files/2024-07/ENESAT%202022_EN.pdf  

ETF. (2023a). Building evidence to support vocational excellence for the digital and green transition: 
The role of centres of vocational excellence in the green transition. Available at 
https://www.etf.europa.eu/en/publications-and-resources/publications/building-evidence-support-
vocational-excellence-digital-0 

ETF. (2023b). GRETA - Greening of Vocational Education and Training: Processes, Practices and 
Policies. Available at https://www.etf.europa.eu/en/document-attachments/greta-greening-vocational-
education-and-training-processes-practices-and 

ETF. (2023c). International Self-Assessment Tool for Centres of Vocational Excellence - ISATCOVE - 
is here! Available at https://www.etf.europa.eu/en/news-and-events/news/international-self-
assessment-tool-centres-vocational-excellence-isatcove-here 

ETF. (2024). ENESAT 2020-2023: Lessons from two cycles. Available at 
https://www.etf.europa.eu/en/document-attachments/enesat-2020-2023 

European Commission. (2023). Revolutionizing growth: EU's smart specialisation strategies unleash 
regional powerhouses. Available at https://ec.europa.eu/regional_policy/whats-
new/panorama/2023/11/29-11-2023-revolutionizing-growth-eu-s-smart-specialisation-strategies-
unleash-regional-powerhouses_en (Accessed: 4 August 2025). 

European Commission. (2022). Vocational education and training: Skills for today and the future. 
Luxembourg: Publications Office of the European Union. 

European Commission. (2023). Comparison report of the European Qualification Framework and the 
Ukrainian National Qualifications Framework. Luxembourg: European Commission. 

European Commission. (2025). European Quality Assurance in Vocational Education and Training. 
Available at: https://employment-social-affairs.ec.europa.eu/policies-and-activities/skills-and-
qualifications/working-together/eqavet-european-quality-assurance-vocational-education-and-
training_en (Accessed: 4 August 2025). 

European Commission. (2019). Mapping of Centres of Vocational Excellence. Available at 
https://op.europa.eu/en/publication-detail/-/publication/566920f4-ee2d-11e9-a32c-
01aa75ed71a1/language-en (Accessed: 4 August 2025). 

European Commission. (2021a). Renovation Wave. Available at 
https://energy.ec.europa.eu/topics/energy-efficiency/energy-efficient-buildings/renovation-wave_en 
(Accessed: 4 August 2025). 

European Commission. (2021b). About S3. Available at 
https://ec.europa.eu/regional_policy/policy/communities-and-networks/s3-community-of-
practice/about_en (Accessed: 4 August 2025). 

European Commission. (2022a). GreenComp: the European sustainability competence framework. 
Available at https://joint-research-centre.ec.europa.eu/greencomp-european-sustainability-
competence-framework_en (Accessed: 3 August 2025). 

European Commission. (2022b). Digital Competence Framework for Citizens (DigComp). Available at 
https://joint-research-centre.ec.europa.eu/projects-and-activities/education-and-training/digital-
transformation-education/digital-competence-framework-citizens-digcomp_en (Accessed: 4 August 
2025). 

European Commission. (2023). Employment and Social Developments in Europe. Available at 
https://employment-social-affairs.ec.europa.eu/employment-and-social-developments-europe-
2023_en (Accessed: 4 August 2025). 

ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 60 

 
 
 
 
European Commission. (2024a). Energy Performance of Buildings Directive. Available at 
https://energy.ec.europa.eu/topics/energy-efficiency/energy-performance-buildings/energy-
performance-buildings-directive_en (Accessed: 4 August 2025). 

European Commission. (2024b). Taxonomy of design for deconstruction options to enable circular 
economy in buildings. Available at https://eurocodes.jrc.ec.europa.eu/news/taxonomy-design-
deconstruction-options-enable-circular-economy-buildings (Accessed: 4 August 2025). 

European Commission. (2024c). European Skills, Competences, Qualifications and Occupations. 
Available at https://esco.ec.europa.eu/en (Accessed: 4 August 2025). 

European Commission. (2025). Union of Skills. Available at https://commission.europa.eu/topics/eu-
competitiveness/union-skills_en (Accessed: 4 August 2025). 

European Training Foundation. (2018). Work-based learning - A handbook for policy makers and 
social partners. European Training Foundation. 

European Training Foundation. (2021). Centres of Vocational Excellence - Autonomy in forging public-
private partnerships in vocational education and skills development. European Training Foundation. 

European Training Foundation. (2023a). Centres of Vocational Excellence: Processes and practices. 
Working processes and key practices of CoVEs for advancing autonomy and public-private 
partnership. European Training Foundation. Available at 
https://www.etf.europa.eu/sites/default/files/2023-01/Draft%20final%20ETF_CoVE_Study_2023.pdf  

European Training Foundation. (2023b).Greening Vocational Education and Training, Processes, 
Practices and Policies. Available at GRETA – Greening of vocational education and training: 
Processes, practices and policies | ETF 

European Training Foundation. (2023c). Building evidence to support vocational excellence for the 
digital and green transitions The Role of Centres of Vocational Excellence in the Green Transition. 
Available at CoVEs in the green transition.pdf 

Foster, D. (2023). BIM & Generative Design. Available at https://www.linkedin.com/pulse/bim-
generative-design-13-dean-foster-eugie/ (Accessed: 4 August 2025). 

GIZ. (2023a). TVET for Sustainable Construction. Available at 
https://www.govet.international/dokumente/pdf/giz-2024-0011-en-TVET-for-Sustainable-
Construction.pdf (Accessed: 4 August 2025). 

GIZ. (2023b). Making education inclusive and practical worldwide. Available at 
https://www.giz.de/en/worldwide/129152.html (Accessed: 4 August 2025). 

GlobalABC. (2023). Buildings Breakthrough. Available at https://globalabc.org/buildings-breakthrough 
(Accessed: 4 August 2025). 

GlobalABC. (2024). Intergovernmental Council for Buildings and Climate (ICBC). Available at 
https://globalabc.org/intergovernmental-council-buildings-and-climate-icbc (Accessed: 4 August 2025). 

GlobalABC. (n.d.). Our members. Available at https://globalabc.org/members/our-members 
(Accessed: 4 August 2025). 

Hirshberg, J. (2023). All About Cork - A Natural Born Technology. Available at 
https://www.greenbuildingsupply.com/Learning-Center/Flooring-Cork-LC/Cork-101 (Accessed: 4 
August 2025). 

IEA. (2023). Energy consumption in buildings by fuel in the Net Zero Scenario, 2010-2030. Available 
at https://www.iea.org/data-and-statistics/charts/energy-consumption-in-buildings-by-fuel-in-the-net-
zero-scenario-2010-2030-2 (Accessed: 4 August 2025). 

IEA. (2024). World Energy Outlook 2024. Available at https://www.iea.org/reports/world-energy-
outlook-2024 (Accessed: 4 August 2025). 

ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 61 

 
 
 
 
ILO. (2024). Navigating the Future: Skills and Jobs in the Green and Digital Transitions. Available at 
https://www.ilo.org/sites/default/files/2024-11/Navigating%20the%20Future%20-
%20Skills%20and%20Jobs%20in%20the%20Green%20and%20Digital%20Transitions.pdf (Accessed: 
4 August 2025). 

ILO. (2025). Integrating skills for just transition in Nationally Determined Contributions (NDCs) 3.0. 
Available at https://www.ilo.org/resource/training-material/integrating-skills-just-transition-nationally-
determined-contributions-ndcs (Accessed: 3 August 2025). 

INRAE. (2023). Building tomorrow: 9 biobased materials. Available at 
https://www.inrae.fr/en/reports/biobased-construction-materials-sustainable-solution/building-
tomorrow-9-biobased-materials (Accessed: 4 August 2025). 

LinkedIn Economic Graph. (2023). Global Green Skills Report 2023. Available at 
https://economicgraph.linkedin.com/research/global-green-skills-report (Accessed: 4 August 2025). 

Madusanka, C., e. a. (2024). A review of recent advances in fungal mycelium-based composites. 
Available at https://doi.org/10.1007/s43939-024-00084-8 (Accessed: 4 August 2025). 

Nasr, e. a. (2024). Comprehensive Assessment of the Impact of Green Roofs and Walls on Building 
Energy Performance: A Scientific Review. Available at https://build-up.ec.europa.eu/system/files/2024-
10/energies-17-05160.pdf (Accessed: 4 August 2025). 

Nordic Innovation. (2024). Marine Biobased Building Materials - Technical Playbook. Available at 
https://www.nordicsustainableconstruction.com/news/2024/may/marine-biobased-building-materials 
(Accessed: 4 August 2025). 

OECD. (2023). Assessing and Anticipating Skills for the Green Transition: Unlocking Talent for a 
Sustainable Future, Getting Skills. Paris: OECD. 

OECD. (2023). Building Future-Ready Vocational Education and Training Systems, OECD Reviews of 
Vocational Education and Training. Paris: OECD Publishing. 

OECD. (2024a). OECD Sustainable Buildings Roundtable. Available at 
https://www.oecd.org/en/about/programmes/decarbonising-buildings-in-cities-and-regions/oecd-
sustainable-buildings-roundtable.html (Accessed: 4 August 2025). 

OECD. (2024b). Decarbonising Buildings in Cities and Regions. Available at 
https://www.oecd.org/en/about/programmes/decarbonising-buildings-in-cities-and-regions.html 
(Accessed: 4 August 2025). 

PEEB & GlobalABC. (2024). NDCs for Buildings: Ambitious, Investable, Actionable, and Inclusive. 
Available at https://globalabc.org/resources/publications/ndcs-buildings-ambitious-investable-
actionable-and-inclusive (Accessed: 4 August 2025). 

Rany, J. (2023). Why Cross-Laminated Timber Is the Future of Green Building. Available at 
https://jasonrany.medium.com/why-cross-laminated-timber-is-the-future-of-green-building-
fa34ad464306 (Accessed: 4 August 2025). 

Sharon, M. (2023). Complete Guide to Building Information Modeling (BIM). Available at 
https://medium.com/@matt-sharon/complete-guide-to-building-information-modeling-bim-
ea0dd2cf922e The Role of Photovoltaic Systems in Green Buildings 

Tabassum, T., & Ajaz, M. A. (2023). A review of 3d printing technology: The future of sustainable 
construction. Available at https://www.sciencedirect.com/science/article/pii/S2214785323042645 
(Accessed: 4 August 2025). 

The office for dual education and the national qualification framework. (2025, May 9). List of projects. 
Available at https://dualnok.gov.rs/en/projekti/?utm_source=chatgpt.com (Accessed: 4 August 2025). 

UCEM. (2024). A guide to prefabrication (and how it’s transforming construction). Available at 
https://www.ucem.ac.uk/whats-happening/articles/what-is-prefabrication/ (Accessed: 4 August 2025). 

ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 62 

 
 
 
 
UNEP. (2022). The Global Status Report for Buildings and Construction. Available at 
https://www.unep.org/resources/publication/2022-global-status-report-buildings-and-construction 
(Accessed: 4 August 2025). 

UNEP. (2024a). Global Status Report for Buildings and Construction. Available at 
https://www.unep.org/resources/report/global-status-report-buildings-and-construction (Accessed: 4 
August 2025). 

UNEP. (2024b). Adaptation Gap Report. Available at https://www.unep.org/resources/adaptation-gap-
report-2024 (Accessed: 4 August 2025). 

UNEP. (2024c). Global Resources Outlook 2024. Available at https://www.unep.org/resources/Global-
Resource-Outlook-2024 (Accessed: 4 August 2025). 

UNEP. (2024d). Buildings and Climate Global Forum – Declaration de Chaillot. Available at 
https://www.unep.org/news-and-stories/press-release/buildings-and-climate-global-forum-declaration-
de-chaillot (Accessed: 4 August 2025). 

UNEP. (n.d.). The Global Alliance for Buildings and Construction (GlobalABC). Available at 
https://www.unep.org/topics/cities/buildings-and-construction/global-alliance-buildings-and-
construction-globalabc (Accessed: 4 August 2025). 

UNESCO-UNEVOC. (2022). TVET Country Profiles - Moldova. Available at 
https://unevoc.unesco.org/home/Dynamic+TVET+Country+Profiles/country=MDA (Accessed: 4 
August 2025). 

UNFCC. (n.d.). NDC 3.0. Available at https://unfccc.int/ndc-3.0 (Accessed: 4 August 2025). 

United Nations Climate Change. (2 May 2025). NDC 3.0. Available at https://unfccc.int/ndc-3.0 

University of Copenhagen. (2023). Danish carpenters will learn to build homes with hemp and straw. 
Available at https://science.ku.dk/english/press/news/2023/danish-carpenters-will-learn-to-build-
homes-with-hemp-and-straw (Accessed: 4 August 2025). 

WEF. (2024). Towards Green Building Value Chains: China and Beyond. Available at 
https://www3.weforum.org/docs/WEF_Towards_Green_Building_Value_Chains_2024.pdf 

WEF. (2025). Future of Jobs Report. Available at https://www.weforum.org/publications/the-future-of-
jobs-report-2025/ (Accessed: 4 August 2025). 

Western Balkans Alliance for Work-based Learning. (2025). Quality of WBL in North Macedonia. 
Available at https://wba4wbl.com/wbl-themes/quality/quality-of-wbl-in-former-yugoslav-republic-of-
macedonia/?utm_source=chatgpt.com (Accessed: 4 August 2025). 

Yadav, M., & Mathur, A. (2021). Bamboo as a sustainable material in the construction industry: An 
overview. Available at https://doi.org/10.1016/j.matpr.2021.01.125 (Accessed: 4 August 2025). 

ACCELLERATING VOCATIONAL EXCELLENCE IN THE CONSTRUCTION SECTOR | 63 

 
 
 
 
 
T
A
-
0
1
-
2
5
-
0
0
5
-
E
N
N

-

www.etf.europa.eu

https://bsky.app/profile/etf.europa.eu 

www.youtube.com/user/etfeuropa

www.facebook.com/etfeuropa

www.instagram.com/etfeuropa

openspace.etf.europa.eu

https://www.linkedin.com/company/etfeuropa/

ISBN 978-92-9157-751-4