Table 1
Transparency tool for a climate-literate construction worker.
| AIM OF THE QUALIFICATION | ||||
|---|---|---|---|---|
| VOCATIONAL yes/no | CIVIC yes/no | LIBERAL yes/no | ||
| ABILITIES | ||||
| KNOWLEDGE | KNOW-HOW | COMPETENCES | ||
| Systematic Understands the essential principles of the Earth’s climate system, including the greenhouse gas (GHG) effect, and knows how to access and assess scientifically credible information about the climate, communicate it to others, and act upon it | Non-systematic Is aware that construction workers can play a unique role in addressing climate change and promoting healthy, safe and energy-efficient building projects that deliver quality work and serve people’s needs | Skills | Individual | Social |
| Technical theory • Construction procedures • Carbon costs of manufacture and construction • Properties of construction materials | Local procedures | Transversal abilities • Effectively communicates with colleagues to ensure occupational interfaces are dealt with so that design specifications are met under safe conditions • Has the ability to evaluate work in progress, and on completion to minimise rectification procedures | Wider personal and civic implications of transversal abilities • Respects ecological and Indigenous knowledge and practices that protect biodiversity and promote equitable and healthy ecosystems | |
| General education and occupational underpinning • Understands evidence, including in numerical, graphical and tabular forms • Understands complex argument based on evidence • Is aware that climate change is already affecting every inhabited region and person globally with human influence contributing to many changes observed in weather and climate | Local conditions • Understands that, in the short term at least, fighting climate change can have uneven and potentially disruptive effects on the economic and social wellbeing of people and communities • Grasps the link between environmental sustainability, social inclusion, equity and strong labour standards to produce good, safe, green employment and healthy communities | Project management • With appropriate vocational education and training (VET), can make informed and responsible decisions, problem-solve, collaborate with others, and apply knowledge dynamically to enhance sustainability in the workplace • Has a holistic understanding of buildings and related energy systems, the role of their occupation, and how their activities interact and overlap with those of adjoining occupations in producing a zero carbon environment | Wider personal and civic implications of project management abilities • Understands personal responsibility for working to design specifications, ensuring the wellbeing and safety of colleagues, and reporting unethical and unsafe practices | |
| Social science theory • Knows that historical inequities in power and resources expose marginalised people disproportionately to climate change impacts | Materials • Understands how sources of energy, methods and materials used in their occupation contribute to GHG emissions, and can apply environmental principles to practical workplace situations to reduce energy use and emissions | Occupational capacity • Can adapt, adjust and integrate the knowledge, skills and competences required to exercise their occupation to the exigencies of zero carbon buildings | Wider personal and civic implications of occupational capacity • Recognises the interconnectedness of stakeholders during the life of the built environment | |