CWA 17939:2022

SLOVENSKI STANDARD
SIST CWA 17939:2022
01-december-2022
Kompetenčni standard kakovosti TRAIN4SUSTAIN
TRAIN4SUSTAIN Competence Quality Standard
Ta slovenski standard je istoveten z: CWA 17939:2022
ICS:
03.100.30 Vodenje ljudi Management of human
resources
SIST CWA 17939:2022 en,fr,de
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

SIST CWA 17939:2022
SIST CWA 17939:2022
CEN
CWA 17939
WORKSHOP
October 2022
AGREEMENT
ICS 03.100.30
English version
TRAIN4SUSTAIN Competence Quality Standard
This CEN Workshop Agreement has been drafted and approved by a Workshop of representatives of interested parties, the
constitution of which is indicated in the foreword of this Workshop Agreement.

The formal process followed by the Workshop in the development of this Workshop Agreement has been endorsed by the
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This CEN Workshop Agreement can in no way be held as being an official standard developed by CEN and its Members.

This CEN Workshop Agreement is publicly available as a reference document from the CEN Members National Standard Bodies.

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© 2022 All rights of exploitation in any form and by any means reserved worldwide for CEN national Members and for
CEN/CENELE CENELEC Members.
C
Ref. No.:CWA 17939:2022 E
SIST CWA 17939:2022
Foreword
This CEN Workshop Agreement (CW 17939:2022)has been developed in accordance with the
CENCENELEC Guide 29 “CEN/CENELEC Workshop Agreements – A rapid prototyping to
standardization” and with the relevant provisions of CEN/CENELEC Internal Regulations - Part 2.
It was approved by a Workshop of representatives of interested parties on 2022-09-13, the
constitution of which was supported by CEN following the public call for participation made on
2021-12-14. However, this CEN Workshop Agreement does not necessarily include all relevant
stakeholders.
The final text of this CEN Workshop Agreement was provided to CEN for publication on 2022-10-
05.
Results incorporated in this CWA received funding from the European Union’s Horizon 2020
research and innovation programme under grant agreement No 894514 — TRAIN4SUSTAIN —
H2020-LC-SC3-2018-2019-2020 / H2020-LC-SC3-EE-2019).
The following organizations and individuals developed and approved this CEN Workshop
Agreement:
• Andrea Moro – Chairperson, iiSBE Italia R&D (Italy)
• Luís Bragança – Vice-Chairperson, University of Minho (Portugal)
• Fabio Rossi – Secretary, UNI (Italy)
• Elena Bazzan – iiSBE Italia R&D (Italy)
• Anna Bac – Wroclaw University of Science and Technology (Poland)
• Paola Borgaro – iiSBE Italia R&D (Italy)
• Sergio Bottiglioni – IIPLE (Italy)
• Claudio Capitanio – iiSBE Italia R&D (Italy)
• Mara Corbella – IIPLE (Italy)
• Licia Felicioni – Czech Technical University in Prague (Czech Republic)
• Jorge Fernandes – iiSBE Portugal (Portugal)
• Greg Foliente – University of Melbourne (Australia)
• Jacopo Gresleri – Ordine degli Architetti, Pianificatori, Paesaggisti e Conservatori di
Bologna (Italia)
• Miriam Huguet Aguilera – Department of the Vice-Presidency and Digital Policies and
Territory Generalitat de Catalunya (Spain)
• İlker Kahraman – Izmir University of Economics (Turkey)
• Kujawsky Woytek – Integrative Solutions Group (Canada)
• Nils Larrson – iiSBE (Canada)
• Antonín Lupišek – Czech Technical University in Prague (Czech Republic)
• Sylvain Mangili – Agence Qualité Construction (France)
• Alessandro Marata – Ordine degli Architetti, Pianificatori, Paesaggisti e Conservatori di
Bologna (Italia)
• Gabriella Marranci – Ordine degli Architetti, Pianificatori, Paesaggisti e Conservatori di
Bologna (Italia)
• Ricardo Mateus – iiSBE Portugal (Portugal)
• Jakub Onyszkiewicz – Wroclaw University of Science and Technology (Poland)
• Monica Pascual Fabra – Department of the Vice-Presidency and Digital Policies and
Territory Generalitat de Catalunya (Spain)
• Peter Gyuris – Geonardo (Hungary)
• Ana Ruisanchez Capelástegui – Department of the Vice-Presidency and Digital Policies
and Territory Generalitat de Catalunya (Spain)
SIST CWA 17939:2022
• Jan Růžička – Czech Technical University in Prague (Czech Republic)
• Kajetan Sadowski – Wroclaw University of Science and Technology (Poland)
• Maryam Salati – iiSBE Portugal (Portugal)
• Adriana Salles – iiSBE Portugal (Portugal)
• Luisa Sileni – IIPLE (Italy)
• Dan Stefanica – European Heat Pump Association (Belgium)
• Elisabeth Tua Sardà – Department of the Vice-Presidency and Digital Policies and
Territory Generalitat de Catalunya (Spain)
• Jakob Uli – Dr Jakob energy research (Germany)
• Unver Umit - Yalova University and Zero Build Institute (Turkey)
• Martin Volf – Czech Technical University in Prague (Czech Republic)
Attention is drawn to the possibility that some elements of this document may be subject to patent
rights.
CEN-CENELEC policy on patent rights is described in CEN-CENELEC Guide 8 “Guidelines for
Implementation of the Common IPR Policy on Patent”. CEN shall not be held responsible for
identifying any or all such patent rights.
Although the Workshop parties have made every effort to ensure the reliability and accuracy of
technical and non-technical descriptions, the Workshop is not able to guarantee, explicitly or
implicitly, the correctness of this document. Anyone who applies this CEN Workshop Agreement
shall be aware that neither the Workshop, nor CEN, can be held liable for damages or losses of any
kind whatsoever. The use of this CEN Workshop Agreement does not relieve users of their
responsibility for their own actions, and they apply this document at their own risk. The CEN
Workshop Agreement should not be construed as legal advice authoritatively endorsed by
CEN/CENELEC.
SIST CWA 17939:2022
Contents                                                             Page
Introduction . 5
1 Scope . 6
2 Normative references . 6
3 Terms and definitions . 6
4 Structure of the Competence Quality Standard . 9
4.1 General . 9
4.2 Level 1 – Thematic Fields . 10
4.3 Level 2 – Macro Areas of Expertise . 10
4.4 Level 3 – Areas of Expertise . 13
4.5 Level 4 – Learning Outcomes . 17
5 Work Fields targeted in the TRAIN4SUSTAIN Competence Quality Standard . 17
5.1 General . 17
5.2 White collars . 18
5.3 Blue collars . 19
6 Project’s stages . 19
7 Reference spatial scales . 20
8 Assessment of competence’s levels . 20
9 Mapping qualification schemes . 21
10 Mapping training courses . 22
11 Areas of Expertise and Learning Outcomes . 22
12 Applicable Areas of Expertise in relation to Work Fields and recommended
competence’s levels . 22
13 Competences’ reporting: the European Skill Passport . 22
14 Validation of competence assessment . 23
Annex A (informative) Areas of Expertise and Learning Outcomes. 24
A.1 Dimension: Environment . 25
A.2 Dimension: Society . 91
A.3 Dimension: Economy .135
A.4 Dimension: Process .148
A.4.6 Thematic field: Interdisciplinary Skills .180
A.4.7 Thematic field: Listed Buildings .187
Annex B (informative) Applicable Areas of Expertise in relation to Work Fields and
recommended competence’s levels .190
Annex C .207
C.1 Introduction .207
C.2 Vocabulary .207
C.3 Harmonisation of sentences wording .209
C.4 Reference fields for Learning Outcomes .211

SIST CWA 17939:2022
Introduction
The construction sector is one of the main drivers of EU’s economy. Despite major efforts in harmonising
and standardization of qualification and training procedures across the EU, the competence level of
sustainability experts and the underlying training and education contents varies significantly between
the Member States. The H2020 TRAIN4SUSTAIN project fostered a common understanding of
sustainable competences across Europe developing a Competence Quality Standard (CQS), on which this
CWA is based, in sustainable building for facilitating transnational recognition of learning outcomes and
competence levels of existing qualifications and vocational trainings. The CQS is a tool to evaluate,
scoring and report in a comparable and harmonised way the level of competence, skills and knowledge
of white and blue collars in sustainable building. The CQS is a tool useful to stimulate demand for
competent construction sector professionals through raising acceptance of sustainability qualifications
on the EU construction market. To this end, comparability of qualifications and competences is key for
increased transparency and penetration power in the market, avoiding confusion and uncertainty. The
TRAIN4SUSTAIN CQS intends to be a tool to facilitate the request of qualified professionals and blue
collars by public administrations and private clients and to valorise with a transparent common
“reporting” system the competences acquired through training courses and experience on field. The
TRAIN4SUSTAIN Competence Quality Standard is built on and expands the “European Qualification
Scheme and professional profile description about professions related to NZEB design, maintenance and
refurbishment” delivered by the Horizon 2020 project “Prof/Trac”.

SIST CWA 17939:2022
1 Scope
This document is a Competence Quality Standard addressed to white and blue collars. It provides the
Learning Outcomes, expressed in terms of knowledge and skills, necessary to achieve recommended
competence’s levels in sustainable building. It is a tool useful to assess and report, in a common
transnational format (Skill Passport), the level of competence in relation to reference Work Fields. The
Competence Quality Standard can also be used to map qualification schemes and training courses and
to transparently report the Learning Outcomes provided to white and blue collars. The Competence
Quality Standard is useful to identify competence’s gaps and to support in the selection of the most
appropriate training courses to fill them. It is a tool useful for public authorities and clients to express
measurable competence requirements in tenders and to select the most competent professionals. The
document provides guidance about how to validate and certify the assessment of competences.
2 Normative references
The following documents are referred to in the text in such a way that some or all of their content
constitutes requirements of this document. For dated references, only the edition cited applies. For
undated references, the latest edition of the referenced document (including any amendments) applies.
EN ISO/IEC 17024:2012, Conformity assessment – General requirements for bodies operating certification
of persons
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
• IEC Electropedia: available at http://www.electropedia.org/
• ISO Online browsing platform: available at http://www.iso.org/obp
3.1
Competence Quality Standard (CQS)
standard to identify and describe competencies and their level with a common procedure.
3.2
European Qualification Framework (EQF)
Common European reference framework whose purpose is to make qualifications more readable and
understandable across different countries and systems.
[SOURCE: COUNCIL RECOMMENDATION of 22 May 2017 (2017/C 189/03)]
3.3
qualification
Formal outcome of an assessment and validation process which is obtained when a competent authority
determines that an individual has achieved learning outcomes to given standards
3.4
competence
proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or
study situations and in professional and personal development which can be applied with a certain
degree of independence and responsibility.
[EQF – Council Recommendation - 2017/C 189/03]

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3.5
knowledge
the outcome of the assimilation of information through learning. Knowledge is the body of facts,
principles, theories and practices that is related to a field of work or study.
[EQF – Council Recommendation - 2017/C 189/03]

3.6
skill
the ability to apply knowledge and use know-how to complete tasks and solve problems.
[EQF – Council Recommendation - 2017/C 189/03]

3.7
learning outcomes
statements regarding what a learner knows, understands and is able to do on completion of a learning
process
[EQF – Council Recommendation - 2017/C 189/03]

3.8
formal learning
intentional learning that occurs in a structured environment and is provided by an educational or
training body/institution accredited by an official authority; it leads to official qualifications

3.9
informal learning
learning from daily activities related to work; it is not intentionally organised or structures and
occasionally it is unintentional

3.10
non formal learning
learning embedded in educational, intentional and structured activities in any area other than a formal
learning environment; it does not lead to official qualifications

3.11
validation of learning outcomes
process leading to confirmation and certification that certain learning outcomes have been acquired by
an individual
3.12
blue collar
a person who performs manual labour, needing strength or physical skills.

3.13
white collar
professional with a higher education degree in the build environment. Referring to the European
Qualification Scheme (EQF), the Qualifications Framework of the European Higher Education Area
SIST CWA 17939:2022
(EHEA) and the European Credit Transfer and Accumulation System (ECTS), white collars have one of
the following qualification/education levels:

Degree EQF EHEA ECTS
(Different names used 5 Short cycle 120 credits
in countries)
st
Bachelor 6 1 cycle 180-240 credits
nd
Master 7 2 cycle 90-120 credits
rd
Doctor (PhD) 8 3 cycle No ECTS range given

3.14
qualification scheme
organised plan defining the necessary knowledge and skills to obtain a certain qualification

SIST CWA 17939:2022
4 Structure of the Competence Quality Standard
4.1 General
The TRAIN4SUSTAIN Competence Quality Standard (CQS) is a framework of Areas of Expertise
organised in a hierarchic and modular structure. Each Area of Expertise correspond to a sustainability
subject. The sustainability subjects addressed in the CQS have been defined in relation to relevant
European standards and frameworks of sustainability indicators, namely:
- Level(s), the common EU framework of core sustainability indicators for office and residential
buildings. The Level(s) common framework is based on 6 macro-objectives, which describe
what the strategic priorities should be for the contribution of buildings to EU and Member State
policy objectives in areas such as energy, material use and waste, water and indoor air quality
- EN 16309 – Sustainability of Construction Works – Assessment of social performance of
buildings
- EN 15978 – Sustainability of Construction Works – Assessment of environmental performance
of buildings
- EN 16627 – Sustainability of Construction Works – Assessment of economic performance of
buildings
The structure of the CQS framework is organised in 4 modules. Each module is articulated in 4 hierarchic
levels. The 4 modules are named “Dimensions”. Three of them are “vertical” and correspond to the
dimensions of sustainable development as identified in the Agenda 2030 of United Nations:
Environment, Society and Economy. The fourth dimension, Process, is “horizontal” and deals with the
competences necessary to design, construct and operate a sustainable building. The following table
describes the scope of the 4 Dimensions.

Table 1 – Scope of the CQS Dimensions
Dimension Scope
to protect the planet from degradation, including through sustainable
consumption and production, sustainable managing its natural resources
ENVIRONMENT
and taking urgent action on climate change, so that it can support the
needs of the present and future generations.
SOCIETY to provide a healthy environment to all human beings.
to ensure that all human beings can enjoy prosperous and fulfilling lives
ECONOMY and that economic, social, and technological progress occurs in harmony
with nature.
to raise the capacity of professionals in deploying and manage effective
processes during the design, construction and operation of buildings
PROCESS
targeted to maximise the performance towards the 3 sustainable
development dimensions.
Each Dimension is articulated in 4 hierarchic levels. From the higher to the lower level:
- Level 1 – Thematic Fields
- Level 2 – Macro Areas of Expertise
- Level 3 – Areas of Expertise
- Level 4 – Learning Outcomes
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4.2 Level 1 – Thematic Fields
Thematic Fields represent macro sustainability subjects in relation to the 4 Dimensions of the
framework. They are 18, coded with 2 letters and listed in the table below.

Table 2 – Thematic Fields
Environment Economy
EN Energy EQ Economical Quality
WA Water Process
MA Materials BD Sustainable Building Design
HA Habitat ID Innovative digital solutions
Society SC Sustainable construction
CO Comfort and well being MN Maintenance and operating
SA Safety BE Built Environment Certification systems
AC Accessibility IS Interdisciplinary Skills
MO Mobility LD Listed Buildings
SE Services
AD Adaptation and resilience to climate
change
4.3 Level 2 – Macro Areas of Expertise
Macro Areas of Expertise represent a particular aspect pertaining to the Thematic Fields. They are 44,
coded with 2 letters and 1 number and listed in the tables below.

Table 3 – Macro Areas of Expertise in Environment
Environment
EN Energy
EN1 Energy Performance Assessment
EN2 Energy Management
EN3 Energy Production and HVAC systems
EN4 Energy Reduction
WA Water
WA1 Water efficiency
WA2 Effluents management
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MA Materials
MA1 Design for Deconstruction, reuse and
recycling
MA2 Sustainable materials
MA3 Solid waste
HA Habitat
HA1 Land Use
HA2 Biodiversity
Table 4 – Macro Areas of Expertise in Society
Society
CO Comfort and well being
CO1 Indoor air quality
CO2 Thermal comfort
CO3 Visual comfort
CO4 Acoustic comfort
CO5 Electromagnetic pollution
CO6 Ergonomics
SA Safety
SA1 Fire protection
SA2 Earthquake
AC Accessibility
AC1 Barrier free accessibility
MO Mobility
MO1 Alternative mobility
SE Services
SE1 Communication
SE2 Services for inhabitants
AD Adaptation and resilience to climate
change
AD1 Climate change resilient buildings

Table 5 – Macro Areas of Expertise in Economy
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Economy
EQ Economical Quality
EQ1 Cost planning and management
EQ2 Green value
EQ3 Financing schemes and business models
EQ4 Operative costs
Table 6 – Macro Areas of Expertise in Process
Process
BD Sustainable Building Design
BD1 Integrative design
ID Innovative digital solutions
ID1 Building Information Modelling
ID2 Small urban Information Modelling
ID3 GIS Systems
ID4 Lean Management
ID5 Measuring
ID6 Digital Twins Solutions
SC Sustainable construction
SC1 Sustainable construction management
MN Maintenance and operating
MN1 Maintenance
BE Built Environment Certification systems
BE1 Energy Performance Certification
BE2 Building sustainability certification
systems
IS Interdisciplinary Skills
IS1 Procurement
IS2 Quality assurance
IS3 Collaboration and Communication
IS4 Information management
IS5 Safety Assurance
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LD Listed Buildings
LD1 Improving energy performance of listed
buildings
4.4 Level 3 – Areas of Expertise

Areas of Expertise represent the specific subjects belonging to each Macro Area of Expertise. They are
108, coded with 2 letters and 2 numbers and listed in the tables below.

Table 7 – Macro Areas of Expertise in Environment
Environment
EN Energy
EN1.1 Energy Simulation
EN1 Energy Performance Assessment
EN2.1 Smart grid systems
EN2 Energy Management
EN2.2 Domotic systems
EN2.3 Building Management Systems
EN2.4 Renewable Energy communities
EN3.1 Heating and cooling systems
EN3 Energy Production
EN3.2 Ventilation systems
EN3.3 Hot water systems (DHW)
EN3.4 Electric heating systems
EN3.5 Heat pump system and geothermal energy systems
EN3.6 Solar thermal energy systems for heating, cooling
and DHW
EN3.7 Solar power systems for electricity generation
EN3.8 Combined Heat and Power (CHP) generation
EN3.9 Mini wind power generation
EN3.10 Energy storage systems
EN4.1 Thermal insulation
EN4 Energy Reduction
EN4.2 Building air tightness
EN4.3 Window and/or glazing systems
EN4.4 Solar shading systems
EN4.5 Passive systems for cooling and heating
EN4.6 Energy saving strategies for lighting
EN4.7 Mitigation strategies for urban thermal effects
EN4.8 Building occupancy behavior
WA Water
WA1.1   Outdoor water use management
WA1 Water efficiency
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WA1.2   Indoor water use management
WA2.1   Rainwater collection and reuse systems
WA2 Effluents management
WA2.2   Greywater collection and reuse systems
WA2.3   Urban Wastewater Treatment

MA Materials
MA1.1   Materials and components for ease of disassembly
MA1 Design for Deconstruction, reuse and
recycling
MA1.2   Adaptive reuse
MA2.1   Life Cycle Assessment
MA2 Sustainable materials
MA2.2   Recycled and reused materials
MA2.3   Regenerative materials and technologies
MA3.1   Solid waste management
MA3 Solid waste
HA Habitat
HA1.1   Site preservation, regeneration and development
HA1 Land Use
HA1.2   Urban and peri-urban agriculture
HA2.1   Management of biodiversity on the site
HA2 Biodiversity
Table 8 – Macro Areas of Expertise in Society
Society
CO Comfort and well being
CO1.1 Low Emitting materials
CO1 Indoor air quality
CO1.2 Indoor air pollutants management
CO1.3 Outdoor air pollutants management
CO2.1 Indoor Thermal Comfort
CO2 Thermal comfort
CO2.2 Outdoor Thermal Comfort
CO3.1 Daylighting
CO3 Visual comfort
CO3.2 Indoor lighting
CO3.3 Outdoor lighting
CO4.1 Sound insulation
CO4 Acoustic comfort
CO4.2 Room acoustics
CO4.3 Indoor noise management
CO4.4 Environmental noise management
CO5.1 Management of ELF magnetic fields (50 Hz / 60 Hz)
CO5 Electromagnetic pollution
CO5.2 Management of indoor exposure to electromagnetic
fields (100 kHz-300 GHz)
CO6.1   Ergonomic and Active Furnishing
CO6 Ergonomics
SA Safety
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SA1.1   Risk to occupants and facilities from fire
SA1 Fire protection
SA2.1   Risk to occupants and facilities from earthquake
SA2 Earthquake
AC Accessibility
AC1.1   Accessibility of public spaces
AC1 Barrier free accessibility
AC1.2   Design for All
MO Mobility
MO1.1   Sustainable mobility strategies
MO1 Alternative mobility
SE Services
SE1.1   Communication services
SE1 Communication
SE2.1   Functional mix
SE2 Services for inhabitants
SE2.2   Infrastructure and connectivity

AD Adaptation and resilience to climate
change
AD1.1   Resilience to extreme weather events
AD1 Climate change resilient buildings
AD1.2   Sustainable drainage
AD1.3   Resilience to heatwaves
AD1.4   Resilience to windstorms
AD1.5   Resilience to wildfire

Table 9 – Macro Areas of Expertise in Economy
Economy
EQ Economical quality
EQ1.1   Construction cost planning
EQ1 Cost planning and management
EQ1.2   Life cycle cost assessment
EQ2.1   Value creation and risk exposure
EQ2 Green value
EQ2.2   Communication of green building value
EQ3.1   Financing schemes for sustainable building
EQ3 Financing schemes and business
models
EQ3.2   Business models preparation
EQ4.1   Operating and maintenance cost management
EQ4 Operative costs
EQ4.2   Use stage energy cost management
EQ4.3   Use stage water cost management

Table 10 – Macro Areas of Expertise in Process
Process
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BD Sustainable Building Design
BD1.1   Integrated Design Process
BD1 Integrative Design
BD1.2   Quality of site assessment
BD1.3   Value engineering
ID Innovative Digital Solutions
ID1.1   Operation of BIM systems
ID1 Building Information Modelling
ID2.1   Operation of DIM systems for small urban areas
ID2 Small Urban Information Modelling
ID3.1   GIS Systems for design and planning
ID3 GIS Systems
ID4.1   Lean Management solutions
ID4 Lean Management
ID5.1   Smart meters
ID5 Measuring
ID5.2   Smart Building Sensors
ID6.1   Digital Twins systems
ID6 Digital Twins Solutions
SC Sustainable construction
SC1.1  Construction Activity Pollution Management
SC1 Sustainable construction
management
SC1.2  Sustainability awareness

MN Maintenance and operating
MN1.1  Building maintenance
MN1 Maintenance
MN1.3  Building degradation diagnosis
MN1.4  Estimation of materials' service life

BE Built Environment Certification
systems
BE1.1   Energy Performance Certification
BE1 Building sustainability certification
BE1.2   Building sustainability certification systems
BE2.1   Small urban scale sustainability assessment systems
BE2 Small urban scale assessment
systems
IS Interdisciplinary Skills
IS1.1   GPP Requirements
IS1 Procurement
IS2.1   Quality assurance planning and management
IS2 Quality assurance
IS3.1   Motivation and communication - Design Team
IS3 Collaboration and Communication
IS4.1   Management of information in a design process
IS4 Information management
IS5.1   Risk prevention, safety and health of workers
IS5 Safety Assurance
LB Listed Buildings
LB1.1Handling and architectural conservation of listed
LB1 Improving energy performance of
buildings
listed buildings
SIST CWA 17939:2022
4.5 Level 4 – Learning Outcomes
Learning Outcomes (LOs) are the elementary units of the Competence Quality Standard. They are
defined as “statements of what a learner knows, understands and is able to do upon completion of a
learning process”. Following the European Qualification Framework (EQF), in the TRAIN4SUSTAIN
Competence Quality Standard the Learning Outcomes are defined in terms of knowledge and skills.
The level of competence of a white or blue collar in relation to a specific subject (Area of Expertise)
depends on the Learning Outcomes acquired through both formal, informal and non-formal training.
In this sense, Learning Outcomes provide the information concerning what are the knowledge and skills
necessary to achieve a certain competence’s levels in relation to a specific sustainability subject (Areas
of Expertise). In the Competence Quality Standard, Learning Outcomes are described:
- in concrete terms, they illustrate what the learner knows (knowledge) and what is able to do
(skill);
- from the perspective of the learner (white or blue collar), not from the perspective of the trainer.
Learning outcomes do not describe the learning path, but the results achieved at the completion of a
learning process. The whole list of LOs is reported in Section 10 “Areas of Expertise and Learning
Outcomes”.
For each Area of Expertise, Learning Outcomes have been developed in relation to the following aspects
of knowledge and skills (see Annex C):
- Fundamentals and metrics
- Technical standards and regulations
- Technical solutions
- Calculation and simulation
- Installation / Construction
- Measurement and verification
- Operation and maintenance
The Learning Outcomes contained in the Competence Quality Standard are listed in Section 10. For each
LOs is reported additional information concerning:
- the concerned worker (white and/or blue collars – Sections 5, 11)
- the project’s stage in which it is used (concept, design, construction and in use – Section 6)
- the reference spatial scale (building, cluster – Section 6)
- the level of competence for which it is requested (score from 1 to 5 – Section 8).
5 Work Fields targeted in the TRAIN4SUSTAIN Competence Quality Standard
5.1 General
The Competence Quality Standard provides competence’s requirements for both white collars and blue
collars. Considering that professional titles can be different among countries, white and blue collars
workers have been organised in reference professions that are described with a task-based approach.
In this way, users of the Competence Quality Standard overcome the differences in professional titles
and will focus on the competencies. The tables below summarizes the reference work fields, the
corresponding professions and the general description.
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5.2 White collars
Table 11 –Work Fields of White Collars
# Work field Reference Definition of the profession
profession(s)
within the work
field
Architects investigate, design and oversee the implementation
of buildings taking into account functional, architectural,
aesthetic, structural, technical, regulatory, cost and contextual
1 Architecture Architect
requirements with due regard to public health and safety.
Specialization is possible on topics like construction safety,
thermal performance, acoustics, quality of air, daylighting.
Mechanical Designer of systems for HVAC and sanitary equipment,
2 engineering Mechanical Engineer considering the limitations imposed by practicality, regulation,
(HVAC) safety, and cost.
Structural engineer,
Designer of materials and structures, considering the limitations
Civil Engineer,
imposed by practicality, regulation, safety, and cost.
3 Civil engineering Construction
Specialization is possible on topics like construction safety,
Engineer, Service
thermal performance, acoustics, building physics.
engineers
Designer of power, lighting, data and or communication
Electrical Engineer,
installations, considering the limitations imposed by
ICT Engineer,
Electrical practicality, regulation, safety, and cost. Designer of building
Building Automation
engineering automation systems, system engineer / system integrator,
Engineer, Lighting
considering the limitations imposed by practicality, regulation,
specialist
safety, and cost.
Environmental Designer of solutions to protect human health from
Environmental engineer, Geologist, environmental hazards, nature's beneficial ecosystems, and to
engineering Soils engineer, improve environmental-related enhancement of the quality of
Landscape designer human life
Energy engineer,
Energy Planner, Responsible for the optimization of energy usage, as well as the
Energy
Simulation experts, sources from which the energy is derived. Responsible for the
engineering
Energy simulator, EPCs.
Daylighting specialist
Construction Manager of building Responsible for quality assurance during on-site construction
management process, Constructors works in the realization of sustainable buildings
8 Building Facility Manager, Responsible to maintain the real estate as it was realized at the
management building operator end of the building process. Responsible for overall operation of
the building, monitoring of performance, and maintenance.
9 Financing and Procurer, Project Responsible for facilitating the process of tenders and
procurement developer (sub)contracts. Responsible for the associated risks involved in
the building process for the customer and hands over the project
to the tenant / buyer after completion and use of the building

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5.3 Blue collars
Table 12 –Work Fields of Blue Collars
Construction # Work field Definition of the profession
work
10a Bricklayers Worker dealing with the construction of the building envelop
Carpenters Worker dealing with wood construction
10b
Façade Workers,
10c Worker dealing with the façade construction and its finishing
Plasterer
Building
10d Insulation installers Worker dealing with the installation of thermal insulation
10e Roofers Worker dealing with the construction of the building’s roof
Worker dealing with the installation of windows or other
10f Window Installers
transparent components of the building envelope
Electrical installers Worker dealing with the installation of electrical equipment
11a
11b Plumber Worker dealing with the installation of water pipes and devices
Renewable Energy
Worker dealing with the installation of renewable energy systems
11c Systems Installers
for producing electricity (e.g. Photovoltaic Panels)
(Electric)
Technical
Renewable Energy
Worker dealing with the installation of renewable energy systems
installations
11d Systems Installers
for producing heat (e.g. Solar thermal panels)
(Thermal)
Ventilation and Air Worker dealing with the installation of ventilation and air
11e
Conditioning Installers conditioning systems
Heating systems Worker dealing with the installation of heating systems (boilers,
11f
installer heaters, etc.9
The applicable Areas of Expertise and the minimum recommended competence’s levels per Work Field
are described in Section 11.
6 Project’s stages
Each Learning Outcome in the Competence Quality Standard is associated to a building project’s phase.
This information is useful to understand what knowledge and skills are necessary in the different project
phases. The project phases considered in the Competence Quality Standard are:

- Concept design. Early phase of the design process, in which the broad outlines of function and
form of buildings are articulated. It includes the design of interactions, experiences, processes,
and strategies.
- Detailed design. Phase where the design is refined and plans, specifications and estimates are
created. All design information required to manufacture and construct the project are
completed.
- Construction. Phase where the construction of the building takes place on the base of the
construction documents.
SIST CWA 17939:2022
- As Built. Phase where the construction is completed but the building is still not occupied. In
this phase it is undertaken a review of the project performance, defects are rectified,
commissioning is completed.
- In use. Phase where the building is used, operated and maintained.
7 Reference spatial scales
The Competence Quality Standard addresses two spatial scales:
- Building scale. It corresponds to a single building and the area of the plot where the building is located.
- Cluster scale. It corresponds to a small urban area formed by a limited group of buildings that are close
together.
The Cluster scale has been included in the CQS because:
- the performance of a single building can be improved creating and exploiting possible synergies with
the surrounding constructions;
- the design process could concern more than one building. In this case the design shall take an urban
scale approach to maximise the synergies among the single buildings.

8 Assessment of competence’s levels
The Competence Quality Standard is a tool useful to assess the level of competence of blue collars and
white collars in relation to a set of Areas of Expertise. In the evaluation process not all the Areas of
Expertise are always applied. The applicable Areas of Expertise depend on the specific Work Field of the
white or blue collar (Section 11). At the end of the evaluation process, for each applicable Area of
Expertise, the white or blue collar receives a score that represents his/her level of competence. These
scores are reported in the Skill Passport (section 12).
Following the principle of the European Qualification Scheme, the competence’s levels are described in
terms of Learning Outcomes. The levels range from 1 to 5, where 5 is the highest degree of competence.
Level 1 of competence requires Learning Outcomes of EQF 4, level 2 and 3 correspond to Learning
Outcomes of EQF 5 or 6, Level 4 calls for learning outcomes comparable to EQF 6 or 7 and level 5
corresponds to EQF 7 or 8.
The TRAIN4SUSTAIN competence levels are not related to the EHEA (European Higher Education Area)
qualification or to vocational training qualification, meaning that each building professional having an
official EQF level from 5 to 8 (i.e., the EQF range of white collars in terms of education) can add to his/her
EQF a TRAIN4SUSTAIN CQS level ranging from 1-5. For instance, a professional with EQF level 7 on
architecture without competences on renewable energy systems could achieve through a training
course a TRAIN4SUSTAIN CQS level 2 which is additional to the already present competence in
architecture.
Similarly, a blue-collar worker having a generic vocational qualification diploma (EQF level 3 or 4), can
reach a TRAIN4SUSTAIN CQS level 5 on a specific area of expertise (i.e. installation of insulation
components) through the participation in specific skills upgrading training courses or through work
experiences.
The following table describes the levels of competence used in the TRAIN4SUSTAIN Competence Quality
Standard.
Table 13 – Competences’ scoring scale
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Level of
Description
Competence
Has little knowledge and skills with respect to the thematic area. Understands basic
principles and is able to take part in project team discussions
Understands basic knowledge and has practical skills within the thematic area, is able to
2 solve simple problems by selecting and applying basic methods, tools, materials and
information.
Has comprehensive, factual and theoretical knowledge and skills within the thematic
area, is capable of solving standard problems within the field
Has advanced knowledge involving a critical understanding of theories and principles
4 and skills, required to solve complex and unpredictable problems in the field and is
aware of the boundaries
Has specialized knowledge and problem-solving skills, partly at the forefront of
5 knowledge in the field, in order to develop new knowledge and procedures and to
integrate knowledge from different fields

To make possible the evaluation of competence’s levels, in the Areas of Expertise each single Learning
Outcome is associated with score from 1 to 5 (Table 13) that indicates for which level of competence the
Learning Outcome is requested. Consequently, in each Area of Expertise there will be Learning
Outcomes corresponding to different competence’s levels (scores 1,2,3,4 and 5).
The competences’ assessment process takes place in the following steps:
1. V
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