FEEBAT assessment and outlook: a strong commitment to training in energy renovation

1 - Initial training objective

The major work carried out in 2020 will lead in 2021 to the design of large-scale training courses, intended for high school teachers, CFA trainers and ENSAP * teacher-researchers.

The challenges of initial training in energy renovation, all routes combined (school, apprenticeship, etc.), are crucial. Properly training teachers and trainers and giving them all the means to transmit, in turn, to future building and architecture professionals are major objectives for FEEBAT. The challenge is great because it is about creating training from scratch. Since 2018, FEEBAT has been working on the development of these new training programs. Two years of collegial work, carried out with business, educational and technical experts, the ministries and partners concerned, etc. enabled two consultations to be launched. Targeted :

• the construction in 2021 of the first training systems for high school teachers, CFA trainers and ENSAP teacher-researchers;
• the design of educational resources that they can use with their pupils, apprentices or students.

For exemple :

• More than 140 training courses concerned by FEEBAT have been identified for high schools and CFA. A working group reflected on taking energy renovation into account in exams for CAP, vocational and BTS levels;
• As for the teaching of architecture, the Minister of Culture, Roselyne Bachelot-Narquin, declared a few weeks ago that it had to adapt, in particular to the implications of the energy transition **. The FEEBAT program meets these expectations perfectly. The training, which integrates the ENSAP ecosystem, will be decisive for future architects to design or rehabilitate buildings integrating the requirements of the energy transition.

2 - New innovative modules for working professionals

2020 will have been a year of strong innovations for training in energy renovation, with AUDIT Reno for companies and craftsmen, and DynaMOE for architects and contractors. Designed with a concern for educational quality and methods adapted to the current context, these modules are available in several formats, mixing face-to-face and remote or 100% remote.

"All the modalities (virtual classes, role plays, quizzes, individual work and collective debriefing, exchanges between learners and trainer, etc.) are mobilized to promote active pedagogy, adapted to distance" according to Catherine Gillet, FEEBAT pilot.

Training organizations and trainers have also benefited from enhanced support: provision of educational resources, appropriation sessions, juries of trainers, etc. and continue to be animated by the FEEBAT program.

For 2021, FEEBAT is working on other modules of this type, including training for companies and craftsmen overseas and a module for architects on the energy audit in co-ownership, where the audit is not. mandatory.

3 - The FEEBAT asset: support for training

Despite the health context, more than 3 trainees (non-final figure) will have had their training taken care of in 000 by FEEBAT within the framework of the EWC system.

Since 2020, in partnership with Qualit'EnR, FEEBAT has also financially supported the training of professionals in Thermal Renewable Energies (RE). While today, only one in five trainees benefits from the possible co-financing of their training by the FEEBAT program, this new incentive for renewable energies reinforces those already in force for FEEBAT modules outside of renewable energies. Coverage, additional to the conditions in force within the OPCOs and FAFs, thus amounts to:

• 30% for professionals contributing to Constructys and FAFCEA;
• 50% for liberal professionals contributing to FIF PL.

More: https://www.feebat.org/aides/financer-ma-formation/

* National School of Architecture and Landscape

** On January 15, 2021, the Minister of Culture, Roselyne Bachelot-Narquin, indicated that "the teaching of architecture in its initial training must also adapt to changes in society and to the needs of the profession" . Architects must “be even better prepared for the practical exercise of their profession, in particular with regard to the implications of the energy transition. The integration of these new courses will of course have to be considered in a global vision of the evolution of pedagogy in architecture school ”.