IO1 Mapping of curricula

A mapping of competence to be gained to install and maintain Offshore wind turbines and tidal turbines existing in current syllabi, curricula, reference framework of 3 countries: Scotland, Norway, France, also pointing out to gaps to be possibly bridged for competence which are not yet identified in them.


In each country, the goal is to identify within the existing level 4 and 5 of EQF :Syllabi, curricula , reference frameworks, the competence which will match the requirements of the industry in terms of installation maintenance of offshore wind turbines, tidal turbines, possibly including security and rescue, so that to create a common basis for the setting up of relevant training design.

The Diplomas and training curricula we have identified so far are :

  • In Scotland:
    • City & Guild Diploma and Wind Turbine Operation and Maintenance
    • Deckhand Awareness
    • Maritime Renewables Strategy Development
  • In Norway:

mainly the TAF educational programme in engineering and electricity as well as CNC machines, Industrial machinery mechanics, Industrial plumbing, Sheet metal work; and Welding (Norwegian: CNC operatør, industrimekaniker, industrirørlegger, platearbeider, sveiser)

  • In France :

The various “BTS”, among which « système electrique », « electrotechnique » , « maintenance industrielle », « contrôle industriel et régulation automatique », « technicien de maintenance éolienne »

The various “Bac pro”, among which « maintenance des équipements », « électronique énergies équipements », « systèmes électroniques numériques », « plastique et composites »

We will also use the output of previous EU projects: AquaRET (leonardo TOI) and GREEN (leonardo development of innovation )as well as “Atlantic Power Cluster ” which will be scrutinized to back up our mapping.

We will also use the “directory of professions and training opportunities” as well as the “study about available local resources” released by the ONEM.


This will lead to a report which will be used by our training teams as a common reference for the implementation of pathways including work experience abroad. The work will be undertaken by teams of experts , inspectors, lecturers, vocational advisors, working in common with companies’ representatives.

Result of mapping