Nearly zero-energy building (NZEB) requires the training of millions of construction workers and significant upgrading of vocational education and training (VET) systems across the European Union. This paper shows how an approach to VET based only on learning outcomes and targeting specific skills is too narrow and lacking in depth to allow for the systematic application of theoretical lowenergy construction (LEC) knowledge to practice and develop NZEB expertise in the workplace. Theoretically broader, deeper, more technical and interdisciplinary expertise is needed to build to LEC standards and meet European Performance in Buildings Directive (EPBD) targets. Instead, VET for LEC has been largely confined to short and task-specific continuing vocational education and training (CVET) courses, illustrated in the cases of both Slovenia and Ireland and ranging from a narrow, learning outcomes approach to a broader, standards-based approach linking theoretical considerations to specific applications. Mainstreaming the knowledge, skills and competences required for NZEB into initial vocational education and training (IVET) curricula is rare. Though less successful in Finland, it is achieved in Belgian construction IVET, which takes a standards-based approach, successfully embeds LEC elements, and seeks to overcome occupational boundaries and develop a holistic understanding of the construction process. Policy and practice relevance The emphasis on a standards-based, as opposed to a learning outcomes-based, approach to VET for LEC is of relevance to VET practitioners and policy-makers alike, especially given the preoccupation across Europe just with developing specific 'skills' through CVET. Broader construction occupational profiles and qualifications are essential for the cross-occupational knowledge and coordination required for successful NZEB, implying a transformation and upgrading of VET systems in many countries. The examples given from Irish CVET and Belgian IVET are valuable in showing what can be done to incorporate LEC elements. In highlighting the strengths and weaknesses of different VET systems in meeting NZEB requirements, the paper is relevant for industry and unions in illustrating the significance of social partnership, the need to overcome the fragmentation of the construction process and the high-quality VET essential to addressing climate change.

The construction industry, responsible for 40 percent of European Union (EU) end-use emissions, is targeted as a major area of transformation particularly through the Energy Performance of Buildings Directive requiring nearly zero energy building (NZEB). Through a case study approach, union responses to EU strategy on the implementation of energy efficiency standards are evaluated in Denmark, Germany, Italy and UK (Scotland), presenting a varied picture, from minimal acknowledgement to broad support along the lines of ecological modernization to radical transformation. Radical appraisals of the industry and its exploitative and high-carbon practices are rare, though engaging with the employment and vocational education and training (VET) implications. The article presents a labour-centred alternative to a technical-driven transition agenda, focusing on how the labour process needs to change in a sector dominated by small firms, self-employment, a fragmented labour process and often low levels of VET.

Vocational education and training (VET) can play a transformative role in reducing CO 2 emissions and improving the energy efficiency of buildings across Europe. Nearly zero energy building (NZEB) requires an energy literate workforce, with broader and deeper theoretical knowledge, higher technical and precision skills, interdisciplinary understanding, and a wide range of transversal competences. Through an investigation into VET for low energy construction (LEC) in 10 European countries, the article identifies a range of different strategies advanced under constraints imposed by the VET systems and construction labour markets. At one extreme, representing the 'high road', LEC elements are mainstreamed into broad-based occupational profiles, curricula and qualifications, whilst at the other, the 'low' road, short, specific and one-off LEC courses simply aim to plug existing 'skills' gaps. It is argued that the 'high road' approach, in encompassing a broad concept of agency, successfully addresses NZEB requirements whereas the 'low road' represents an instrumentalist approach to labour that jeopardises the achievement of higher energy efficiency standards. The article concludes by presenting a transparency tool set within the European Qualifications Framework, against which different VET for LEC programmes can be assessed.

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