A framework guide to help VET & Adult Trainers exploit the training toolbox has been created in the Eng@ge project. The framework presents a systematic approach on how trainers can select relevant content for different learners depending on their needs. It will outline which topics are core to the different EQF levels from 4 to 7, and also guide the user on how to select content and case-studies more relevant to learners of a specific EQF level.
Framework for CE training (EQF 4/5)
|Office Environment||Manufacturing Environment||Design/Product Development||Business Leadership|
Module 1 – Introduction to the Circular Economy
All VET students (importance of the CE across all sectors in the future and the political support at the EU level.)
|Unit 1.1 – Introduction to Circular Economy||✔||✔||✔||✔|
|Unit 1.2 – Circular Economy business concepts||✔||✔||✔||✔|
|Unit 1.3 – European contect of Circular Economy||✔||✔||✔||✔|
Module 2 – Fostering the Circular Economy
Specific subject areas (more relevant to students in a manufacturing or design environment).
|Unit 2.1 – Recycling||✔||✔|
|Unit 2.2 – Reuse||✔||✔|
|Unit 2.3 – Waste Prevention||✔||✔||✔|
|Unit 2.4 – Extended Product Life||✔||✔||✔||✔|
|Unit 2.5 – Eco-design||✔||✔|
|Unit 2.6 – Servitisation||✔||✔||✔|
Module 3 – Exploiting the Circular Economy
Effective implementation and monitoring of CE activities and the importance of being innovative in the workplace. This is relevant to all VET student, regardless of career path.
|Unit 3.1 – Business values and the Circular Economy||✔||✔||✔||✔|
|Unit 3.2 – Innovation and Circular Economy in the workplace||✔||✔||✔||✔|
|Case study 1 – Managing used tyres||✔||✔|
|Case study 2 – Waste water recycling||✔||✔|
|Case study 3 – Vodafone Greece||✔||✔|
|Case study 4 – RE-TEK||✔||✔||✔||✔|
|Case study 5 – Nudie Jeans||✔||✔||✔||✔|
|Case study 6 – Goldplast||✔||✔|
Framework for CE training (EQF 6/7)
- Learning at Level 6 (degree) and Level 7 (postgraduate) provides for a more in-depth study of the circular economy,
- Therefore all students at this level would be expected to cover all modules and learning units as starting points.
- While each unit focuses on level 4/5 learning outcomes, it also offers further learning activities for students looking to develop at Level 6/7. The VET trainer should be mindful of this and build their own resources to support learning at these more advanced levels.
Framework for case-studies (EQF 4/5/6/7)
Key learning outcomes that might be achieved from each of the 6 case studies developed as part of the Engage project CE Training toolbox:
|Case Study||Level 4
Managing used tyres
|Student should be asked to relate the waste hierarchy to the different options for processing tyres||Student should build on knowledge of the waste hierarchy and consider how each option for re-use/recycling/recovery fits within the context of carbon reduction – ie which options is best for reducing greenhouse gases||Student should be able to build on level 5, but add insight into the market for each option. Student should be able to research and quantify the amount of waste tyres being generated in their country and consider the energy value||Student should be able to consider the consequence of introducing Extended Producer Responsibility to the management of tyre waste. Be able to review different approaches in terms of delivering on a circular economy.|
|Student should consider how the waste hierarchy might be applied to water resources. Prevention or conservation first, through to wastewater treatment prior to release to sea or to river||Student should be able to describe water systems that retain and segregate water for further use as a grey water source, with avoided contamination||Student should be able to quantify the amount of water demand for different uses within a building or community, and to design systems for retaining the value of water for as long as possible||Students should understand and define the chemical and biological treatment options for the treatment of wastewater and the minimum standards of water quality for different uses|
|Students should understand how the collection of old mobile phones, benefit both the customer, the company and the environment||Student should be able to describe how alternative modules impact on the environment, not collected means the potential for re-use or recovery of rare metals is lost||Student should be able to research and understand the importance of mobile phone life extension, design opportunities to reduce redundancy and to identify best markets for promoting circular economy||Student should be able to undertake Life Cycle Assessment of mobile phones and incorporate a take back model into the LCA system|
|Student should understand the key measures the company has taken to promote their environmental credentials including the recycling operation for obsolete IT equipment||Student should be able to describe the business models which can come out of circular economy thinking, including revenue sharing and capitalising on CSR of client companies||Student should be able to define a different model for a number of companies interested in extending their relationship with their customers.||Student should have advanced knowledge of business models that can be developed across a number of manufacturing organisations.|
|Student should be able to identify and understand the positive environmental measures the company is taking.||Student should demonstrate an understanding of how the company has taken their business and integrated CE think into how it manages its products||Student should be able to define business models that integrate CE thinking into a retailer business, including supply chain management.||Student should be able to evaluate different business models which integrate CE thinking, in terms of financial, social and environmental impact.|
|Student should understand the remanufacturing process and how the operation results in costs savings in disposal costs, and saves on plastic product bought in.||Student should be able to estimate the cost benefit of the reprocessing operation on the company’s costs and define the overall financial gain resulting.||Student should explore the role of plastic in manufacturing and the potential for applying the waste hierarchy to maintain the value of plastic material in the economy||Student should be able to investigate the market for plastic waste and identify opportunities to keep plastic in the circular economy, through the key business modules defined in the Learning Units.|
- Since EQF Levels 4/5 are considered as career specific qualifications, the framework for suggested learning at these levels is categorised according to the VET (e.g. office, product design, manufacturing and business leadership)
- At Level 6 (degree) and Level 7 (postgraduate), a more in-depth study of the circular economy is needed and therefore all students at this level, would be expected to cover all modules and learning units developed as part of this project.
- For the case studies developed in the project, different learning experiences, depending on the EQF level in question, can be achieved, as highlighted in the case-studies table