Hazenberg WD — Thesis, 2023

oals. This paper provides an overview of educational areas in the hydrogen value chain, cross-cutting topics and studies around this topic, and employment opportunities in the hydrogen sector.
Research questions focus on the impact of the growing hydrogen industry on employment, available positions and requirements, the basic knowledge and skills required for workers in the industry. It also looks at specific competencies needed for working in the hydrogen industry.
Competency-based hydrogen education is essential for a successful career in the hydrogen industry.
It promotes knowledge, skills, attitudes and behaviors needed for specific tasks and activities, with an emphasis on practical skills in hydrogen technologies and processes. Teamwork, communication, creativity and problem-solving skills are encouraged.
This literature review examines the competencies and training required for success in the hydrogen sector, the demand for qualified personnel and related positions. Topics range from safety and employment to trends in training and qualification needs in the context of hydrogen production.
The cessation of natural gas extraction may result in the loss of 10,000 to 20,000 jobs, but hydrogen offers opportunities for new industries and job growth. Four MBO elective courses have now been approved, including, Hydrogen in Industry. To train enough personnel, capable teachers are needed. Therefore, the Train the Trainer program started in 2023 and the regular course, Hydrogen in Industry, will start in September 2023 for students in Emmen at Drenthe College.
272 job titles within the hydrogen economy were identified, understanding the diversity and level of education required. Of the 17 hydrogen positions in high demand, 12 require an MBO background.
Safety is an important aspect in almost all studies, as is knowledge of new equipment such as electrolysis.
Engineers need to master basic process engineering knowledge and operating skills with the rise of decentralized and automated hydrogen plants. Many companies train their staff internally, but would like to see regular education offered. The Netherlands is active in the hydrogen sector, but relatively small in electrolysis manufacturing.
In summary, the transition to a hydrogen economy offers opportunities for job growth, but this requires investment in education and training at various levels. Both horizontal and vertical integration is needed within hydrogen education and energy transition, and cooperation at national and international levels is essential for the further development of the sector and education around it.

Competencies needed for hydrogen in the industry and network - iv -

Summary
The hydrogen industry in Groningen and Drenthe, as a major successor to the natural gas industry, is transforming the region into Europe's first Hydrogen Valley. With an investment plan of over €10 billion until 2030, it includes 75-100 projects. Education and research, such as the Practorate 'Hydrogen in Industry' at Drenthe College, are crucial to the development of this sector.
The growing hydrogen industry affects jobs, sectors and the competencies needed.
Skilled workers are needed to realize the energy transition and achieve climate goals. This paper provides an overview of educational areas in the hydrogen value chain, cross-cutting topics and studies around this topic, and employment opportunities in the hydrogen sector.
Research questions focus on the impact of the growing hydrogen industry on employment, available positions and requirements, and the basic knowledge and skills required for workers in the sector. It also examines the specific competencies required for working in the hydrogen industry.
Competency-based hydrogen education is essential for a successful career in the hydrogen industry.
It promotes knowledge, skills, attitudes and behaviors needed for specific tasks and activities, with an emphasis on practical skills in hydrogen technologies and processes. Teamwork, communication, creativity and problem-solving skills are encouraged.
This literature review examines the competencies and training required for success in the hydrogen sector, the demand for qualified personnel and related positions. Topics range from safety and employment to trends in training and qualification needs in the context of hydrogen production.
The cessation of natural gas production may result in the loss of 10,000 to 20,000 jobs, but hydrogen offers opportunities for new industries and job growth. Four MBO electives have now been approved, including Hydrogen in Industry. To train enough personnel, capable teachers are needed.
Therefore, the Train the Trainer program was started in 2023 and the regular course 'Hydrogen in Industry' for students in Emmen will start in September 2023 at Drenthe College. 272 job titles within the hydrogen economy have been identified, showcasing the diversity and level of training required. Of the 17 hydrogen positions in high demand, 12 require an MBO background. Safety is an important aspect in almost all studies, as is knowledge of new equipment such as electrolysis.
Engineers must master basic process engineering knowledge and operating skills due to the emergence of decentralized and automated hydrogen plants. Many companies train their staff internally, but would like to see regular education offered. The Netherlands is active in the hydrogen sector, but relatively small in the field of electrolysis manufacturing.
In summary, the transition to a hydrogen economy offers opportunities for job growth, but this requires investment in education and training at different levels. Both horizontal and vertical integration is needed within hydrogen education and energy transition, and cooperation at national and international levels is essential for the further development of the sector and education around it.
Keywords: Hydrogen Related Activities, Competency Standards, Health and Safety, Vocational Education, Hydrogen industry, Education and research, Energy transition Employment opportunities, Safety, Electrolysis

Competencies needed for hydrogen in the industry and network - iii -

Table of contents
Summary..................................................................................................................................................i Summary .................................................................................................................................................ii Table of contents....................................................................................................................................iii List of tables.......................................................................................................................................ix List of figures......................................................................................................................................xi Chapter 1 Introduction............................................................................................................................1 Research questions: ............................................................................................................................2 Chapter 2 Content orientation (literature exploration)..........................................................................2 Competency-based hydrogen education........................................................................................2 International Curriculum on Hydrogen Safety Engineering (2016). ...................................................3 Hydrogen Technology and Energy Curriculum (HyTec) (2013)...........................................................3 Energy College (2018).........................................................................................................................3 HyResponse (2016).............................................................................................................................3 Albert-Einstein-Gymnasium Ulm-Wiblingen, curriculumChemie_Kl.9_G9_Bp-(2016) .........................4 Bezdek study 'The hydrogen economy and jobs of the future' (2019)...............................................4 Skiba Competency Standards for Emerging Hydrogen Related Activities (2020)...............................4 HYDELTA KIWA WP4 2021 educational track study (2021) ................................................................4 Maßnahmenkonkrete Strategie für den Aufbau einer Wasserstoffwirtschaft im Land Brandenburg (2021) 5...............................................................................................................................................
K1319 Elective MBO hydrogen in industry (2022)..............................................................................5 Wasserstofferzeugung: einschlägige Ausbildungsberufe passen - zusätzlich notwendig sind sicherheitsrelevante Qualifikationen (2022) 6 ...................................................................................
Institute for innovation and technology (2022) .................................................................................6 University of Dresden MSc program in hydrogen technology and economics (2022) .......................6 Hydrogen Industry workforce development roadmap 2022-2032 - Australia (2022) ........................7 (Hydrogen France; 2022) Skills and professions of the hydrogen sector Planning ahead to successfully develop an industry of strategic importance 7...............................................................
NVDO Maintenance Compass (2022) .................................................................................................8 New Energy Business School Hydrogen Specialist (2022) ..................................................................8 H2PRO factsheet (Zinke, Neues Factsheet beleuchtet Qualifikationsbedarfe im Kontext der Wasserstofferzeugung (2023) 8..........................................................................................................
BrazilH2 (2023) ...................................................................................................................................9 VDI_Wissensforum seminar 'CrashKurs Wasserstoff' (2023) .............................................................9 University of Oldenburg course Hydrogen for trade and executives (2023)......................................9 Hanze Minor Hydrogen in the Energy Transition (2023) ....................................................................9

Competencies needed for hydrogen in the industry and network - iv Wissensvermittlung Wasserstoff - Der H₂-Markthochlauf braucht heute Fachkrafte deel 1 &2 (2023) ...............................................................................................................................................
10 Online learning environments ..........................................................................................................10 oZone Hydrogen training courses.................................................................................................10 EU Erasmus programs around Hydrogen .....................................................................................10 Practice facilities hydrogen laboratories...........................................................................................10 Process control 2023 ........................................................................................................................11 Plug Power - electrolysis maintenance tasks ....................................................................................11 World Class Maintenance Fieldlab HYDRO-BOREAS - Working Group on Autonomous Operations (2023) 11 HyDelta WP11 Labor Market and Training Implementation (May 2023).........................................11 Chapter 3 Results..................................................................................................................................12 Employment .....................................................................................................................................12 Loss of existing jobs due to reduction in natural gas extraction...................................................12 Hydrogen-related jobs .................................................................................................................12 Hydrogen-related functions .............................................................................................................13 Hydrogen-related competencies..................................................................................................15 Process system boundaries process and asset layers.......................................................................15 Chapter 4 Conclusions and discussion ..................................................................................................16 Discussion - Bottlenecks ...................................................................................................................18 Chapter 5 Evaluation recommendations and suggestions for further research...................................19 Literature List ........................................................................................................................................21 Attachments..........................................................................................................................................26 Appendix 1 Competency-based hydrogen education - knowledge, skills, behavior and facilities ...
27 Appendix 2 Reports for content orientation literature exploration .................................................30 Appendix 3 International Curriculum on Hydrogen Safety Engineering...........................................33 Appendix 4 Gas 2.0 Report Thematic Table Hydrogen Round 1B. ...................................................34 Annex 5 European Hydrogen Emergency Response training program for First Responders, Hydrogen Safety Basics section for first responders. .......................................................................
35 Appendix 6 H2 positions, salary (2016) and minimum teaching requirements .......................................36 Appendix 7 Hydrogen competencies according to Skiba General competency standards for people working with hydrogen.....................................................................................................................
38 Appendix 8 Learning outcomes from HyDelta WP 4.1 MBO educational research ..........................44 Appendix 8 Bloom's Model...............................................................................................................46 Appendix 10 K1319 Elective Hydrogen in Industry qualification specification .................................47 General information.....................................................................................................................47 Elaboration .......................................................................................................................................49

Competencies needed for hydrogen in the industry and network - v D1-K1: Installs a system of hydrogen technology in the industrial environment.........................49 D1-K1-W1: Prepares installation work. ........................................................................................51 D1-K1-W1: Prepares installation work. ........................................................................................52 D1-K1-W2: Places and assembles components and parts ...........................................................52 D1-K2: Performs maintenance and troubleshoots problems........................................................53 D1-K2-W1: Locates and analyzes problems .................................................................................53 D1-K2-W1: Locates and analyzes problems .................................................................................54 D1-K2-W2: Adjusts/repairs equipment, installation and troubleshoots problems.......................54 Appendix 10B Hydrogen industry draft curriculum K1319 (version 11-4-2023................................55 Appendix 10C Classification of Study Load of 240 SBU Accrued for Hydrogen in Industry ..............
57 Appendix 10D Regulation of the Minister of Education, Culture and Science of April 26, 2022, no.
MBO/32384870 amending the Regulation establishing optional courses in Hydrogen...................
58 Appendix 11 Hydrogen in industry is to be chosen for these qualifications.....................................59 Annex 12A (Zinke, Sector Analysis: Erzeugung, Speicherung und Transport von Wasserstoff 2022) Features............................................................................................................................................
60 Appendix 12B (Zinke, Sektoranalyse: Erzeugung, Speicherung und Transport von Wasserstoff 2022, 32) competences ....................................................................................................................
63 Appendix 13A Institute for innovation and Technology functions. ..................................................67 Appendix 13B Institute for innovation and Technology - Currucilium .............................................68 Appendix 13C University of Dresden MSc program in hydrogen technology and economics .........69 Appendix 14 Australia hydrogen skills - function folder ...................................................................70 Appendix 14B Recommendations from Australia (Queensland. Department of Employment 2022, 15).
Appendix 15 German regulations on various hydrogen functions. ..................................................76 Appendix 16 VDI Hydrogen crash course hydrogen .........................................................................77 Appendix 17 University of Oldenburg hydrogen for profession and leadership ..............................79 Appendix 18 New Energy Business School Hydrogen Specialist .......................................................81 Appendix 19A Appel, Schanz, et al - hydrogen value chain overview...............................................83 Annex 19B Hydrogen Knowledge Transfer: The H₂ market acceleration needs specialized workers today (part 2)....................................................................................................................................
84 Annex 20A HYDROGEN France breakdown criteria for the 84 functions .........................................86 Appendix 20B 2 tables from (Hydrogene France; 2022) regarding these 84 functions....................87 Appendix 20C List of the 84 positions from (Hydrogene France; 2022) report and EQF level .........89 Annex 20D Technical and non-technical skills. (Hydrogene France; 2022) ......................................91 Appendix 20E Identification of the most requested skills related to the components/applications 92

75

Competencies needed for hydrogen in the industry and network - vi Appendix 20E - MBO positions in the hydrogen sector are highly sought after and difficult to fill .93 Appendix 21 Ozone Hydrogen training courses................................................................................94 Annex 22 EU Erasmus programs around Hydrogen..........................................................................95 Appendix 23 Practice facilities ..........................................................................................................96 Commercial organizations and grid operators .............................................................................96 Education - Knowledge institutions ..............................................................................................96 RDM Center of expertise..............................................................................................................96 Arnhem University of Applied Sciences .......................................................................................97 Hogeschool Zeeland/Scalda - Flushing .........................................................................................97 MBO .............................................................................................................................................97 EnTranCe ......................................................................................................................................98 Facilities for practicals..................................................................................................................98 Drenthe College Hydrogen practice facilities ...............................................................................99 Appendix 24 Plug Power PEM electrolysis maintenance tasks.......................................................101 Appendix 25 strategic maintenance and operation strategies goals of HyCC................................102 Appendix 26 Labor market supply and demand for labor in FTEs ..................................................103 Hydrogen-related jobs ...............................................................................................................103 Table Opportunities for economic growth and renewables technical potential .......................108 Annex 27 European Qualification Framework (EQF)......................................................................109 Appendix 28 Function list comparison of total set.........................................................................111 Appendix 29 Professor - Lecturer - Practor ....................................................................................112 Continuous learning line.............................................................................................................112 Appendix 28B Professors - Lecturers and Practitioners consultation North Netherlands .........114 Appendix 30 Detailed table of EQF scores......................................................................................118 Appendix 31 Labor market and education .....................................................................................119 MBO ...........................................................................................................................................119 HBO ............................................................................................................................................119 WO .............................................................................................................................................119 Appendix 32 Individual functions in relation hydrogen to the matching EQF score ......................121 Appendix 33 Study Notes - Knowledge area and knowledge levels. ..............................................129 Appendix 34 System boundaries process and asset layers.............................................................132 Asset layers model ..........................................................................................................................132 Appendix 35 World Class Maintenance..........................................................................................133 Problem Statement ....................................................................................................................133 Appendix 36 Canada Workforce Requirements for Advancing a Hydrogen Economy Hydrogen workforce Assessment Tool............................................................................................................
134 PEM Electrolysis Production Workforce Requirements. ............................................................135

Competencies needed for hydrogen in the industry and network - vii Hydrogen pipeline personnel requirements...............................................................................137 Ammonia personnel requirements.............................................................................................137 Hydrogen fueling station personnel requirements.....................................................................138 Hydrogen heating personnel requirements ...............................................................................138 Hydrogen power generation - personnel requirements.............................................................139 Core professions supporting hydrogen value chain development. ...........................................141 Appendix 37 The Hydrogen labor force assessment tool Hufnagel................................................142 Appendix 37-0 Canada Job Requirements .................................................................................144 Appendix 37-1: Function: Mechanical engineers: Equipment & piping, Reliability/Mechanical engineers: Equipment and piping, ...................................................................................................................................................Reli ability145 Appendix 37-2: Function: Mechanical engineers Reliability/ Mechanical engineers Reliability 146 Appendix 37-3: Position: Renewable Interconnection Specialist/ Renewable Interconnection Specialist ....................................................................................................................................
147 Appendix 37-4: Job: Maintenance occupation: Electrical - Electro maintenance technician .....148 Appendix 37-5: Function: Maintenance Occupation: Instrumentation & control/Instrumentation & control ............................................................................................
149 Exhibit 37-6: Job: Maintenance occupation: mechanical mechanic ..........................................150 Exhibit 37-7: Function: control room operator...........................................................................151 Exhibit 37-8: Function: plant operator/plant operator...............................................................152 Appendix 37-9: Function: Maintenance job mechanic mechanic for underground storage . ..................................................................................................................................................153 Appendix 37-10: Function: Hydrogen Pipeline Transmission Maintenance Mechanic/Pipeline Technician - Mechanical ...................................................................................................................................................Eng ineering154 Appendix 37-11: Job title: Hydrogen transmission pipeline technician - electrical & instrumentation . ..................................................................................................................................................155 Appendix 37-12: Position: Gas Station Personnel Requirements, Quality engineer/Quality engineer .....................................................................................................................................
156 Exhibit 37-13: Job: Fueling Station Workforce Requirements, Maintenance technician:
Compression...............................................................................................................................
157 Appendix 37-14: Function: hydrogen fueling station occupational requirements Maintenance Technician: Electrical and Mechanical........................................................................................
158 Appendix 37-15: Job: Fueling Station Workforce Requirements, Fueling station technician ....159 Appendix 38 summary of hydrogen-related competencies ...........................................................160

Competencies needed for hydrogen in the industry and network - viii Engineering.................................................................................................................................160 Production..................................................................................................................................162 Installation..................................................................................................................................163 Funding.......................................................................................................................................164 Operation ...................................................................................................................................165 Maintenance ..............................................................................................................................166 Safety .........................................................................................................................................168 Emergency Services ....................................................................................................................170 Business and market entry .........................................................................................................171 HRM - training and soft skills .....................................................................................................172 Environmental, Social and Governance (ESG) management and compliance ...........................173 Legal ...........................................................................................................................................174 Appendix 39 Train the trainer ........................................................................................................175 Requirements for a hydrogen lecturer .......................................................................................175 Appendix 40 Practitioner platform energy transition and mission ................................................176 Appendix 41 Autonomy definitions ................................................................................................177 Appendix 42 WCM - follow-up steps and planning. .......................................................................179 Appendix 43 WCM What parties are involved - with whom to speak............................................180 Appendix 44 Hydrogen Technician (TSSAH2) certification program...............................................181 Appendix 45 Hydrogen value chain ................................................................................................182 Appendix 46 MBO hydrogen training model ..................................................................................183 Appendix 47 Questions Canada The Old Library Academy and CNA College of the North Altantic 16- 2-2023 interview ......................................................................................................................
184

Competencies needed for hydrogen in the industry and network - ix -

List of tables
Table 1 Overview of labor demand (rounded to the nearest hundred) (Leguijt, Cor; Van den Toorn, Emiel; Bachaus, Amanda; Jongsma, Chris 2021, 6)...............................................................................
13 Table 2 Hydrogen functions and level of education..............................................................................14 Table 3 Field of work versus educational background analysis on data from (Hydrogene France; 2022) .14 Table 4 Resato 2030 workforce planning by functions for 2030 (Koning-Eggink, Hetty; Resato;
2023).....................................................................................................................................................
14 Table 5 list of areas of work versus level of knowledge........................................................................15 Table 6 Reports for content orientation literature exploration............................................................30 Table 7 H2 positions, salary (2016) and minimum teaching requirements..................................................36 Table 8 Breakdown functions EQF score list US Bezdek 2019 ..............................................................37 Table 9 Distribution of positions on VO. MBO, HBO and WO list VS Bezdek 2019...............................37 Table 10 Hydrogen in industry training structure.................................................................................55 Table 11 SBB qualifications for MBO Hydrogen in Industry (Foundation for Vocational Education Business (SBB) 2023) ............................................................................................................................59 Table 12 Division of functions EQF score list (Zinke, Sektoranalyse: Erzeugung, Speicherung und Transport von Wasserstoff 2022) .........................................................................................................62 Table 13 Breakdown of functions on VO. MBO, HBO and WO list (Zinke, Sektoranalyse: Erzeugung, Speicherung und Transport von Wasserstoff 2022) .............................................................................
62 Table 14 Dresden International University 2022 MSc. Hydrogen Technology and Economics Program (Institute for innovation and Technology 2022, 14) .............................................................................
69 Table 15 Breakdown of functions EQF score list (Queensland. Department of Employment 2022) ....70 Table 16 Breakdown of jobs on VMBO. MBO, HBO and WO list (Queensland. Department of Employment 2022) ...............................................................................................................................70 Table 17 Overview of the hydrogen value chain (Appel, Schanz, et al., Wissensvermittlung Wasserstoff: Der H₂-Markthochlauf braucht heute Fachkräfte (Teil 1) 2023, 88) Appel E.a.'s value chain is quite broad compared to the aforementioned study..............................................................
83 Table 18 Breakdown functions EQF score list (Appel, Schanz, et al......................................................85 Table 19 Distribution of positions on VO. MBO, HBO and WO list (Appel, Schanz, et al......................85 Table 20 Tables from (Hydrogene France; 2022) regarding these 84 functions Part 1 ........................87 Table 21 Tables from (Hydrogene France; 2022) regarding these 84 functions Part 2 ........................88 Table 22 List of the 84 positions from (Hydrogene France; 2022) report and EQF level......................89 Table 23 MBO positions in the hydrogen sector in particular are currently in high demand and difficult to fill.........................................................................................................................................
93 Table 24 Erasmus programs around hydrogen .....................................................................................95 Table 25 Overview of labor demand (rounded to the nearest hundred) (Leguijt, Cor; Van den Toorn, Emiel; Bachaus, Amanda; Jongsma, Chris 2021, 6).............................................................................103 Table 26 Potential labor demand taken from the "Hydrogen North Investment Plan" and 'Employment through investment in green hydrogen'. This is both one-time and recurring labor demand. HyDelta D4.1 2021, Page 9(Van Greuningen, Suzanne; KIWA 2021, 9) & (Leguijt, Cor; Van den Toorn, Emiel; Bachaus, Amanda; Jongsma, Chris 2021, 44) ........................................................105 Table 27 Total labor demand for gas transmission and distribution network conversion and modification and recurring demand for maintenance and operation of both networks = HyDelta D4.1 2021, (Van Greuningen, Suzanne; KIWA 2021, 10) ............................................................................106 Table 28 Characteristics of labor demand in 2030 (Leguijt, Cor; Van den Toorn, Emiel; Bachaus, Amanda; Jongsma, Chris 2021, 40 Table 25) ......................................................................................106 Table 29 FTE per installed GW of power electrolyzer one-time and recurring (Leguijt, Cor; Van den Toorn, Emiel; Bachaus, Amanda; Jongsma, Chris 2021, Table 2) .......................................................107 Table 30 Opportunities for economic growth and renewables technical potential (Spisto, et al. 2020,

Competencies needed for hydrogen in the industry and network - viii -.
14).......................................................................................................................................................108

Competencies needed for hydrogen in the industry and network - xi -.
Table 31 The respective competency requirements for maintenance professionals of EQF levels 4, 5 and 6.(HLADÍK, et al. 2012) .................................................................................................................
109 Table 32 Overview of Professors, Lecturers and Practitioners Northern Netherlands ........................114 Table 33 Detailed table of the EQF score. ...........................................................................................118 Table 34 Individual positions in relation hydrogen to matching EQF score ........................................121 Table 35 Dexters study nodes model (Dexters and Greentech 2023). ...............................................129 Table 36 Identifying the most common areas of expertise associated with different activities (Hydrogene France; 2022, Table 2).....................................................................................................
130 Table 37 Asset layer model .................................................................................................................132 Table 38 Breakdown functions EQF score list (Hufnagel-Smith, Assessing-Workforce-Required-toAdvance-Canadas-Hydrogen-Economy_Version 2022) ......................................................................134 Table 39 Division of positions on VMBO, MBO, HBO and WO lists (Hufnagel-Smith, AssessingWorkforce-Required-to-Advance-Canadas-Hydrogen-Economy_Version 2022)..................................
134 Table 40 Practitioner platform energy transition................................................................................176 Table 41 Level of automation (PetroWiki 2016). ................................................................................178 Table 42 WCM - Elaboration of Follow-up Steps and Planning - WP competencies...........................179

Competencies needed for hydrogen in the industry and network - x - .

List of figures
Figure 1 Criteria used to classify features ...............................................................................................7 Figure 2 Model of Bloom ......................................................................................................................46 Figure 3 SBB image Hydrogen in industry.............................................................................................47 Figure 4 Classification of study load of 240 SBU constructed ...............................................................57 Figure 5 Government Gazette publication hydrogen training programs ..............................................58 Figure 6 Government Gazette publication hydrogen training industry and built environment ...........58 Figure 7 Hydrogen Skills Map Queensland government (Queensland. Department of Employment 2022, 10)...............................................................................................................................................70 Figure 8 University of Oldenburg Hydrogen training model for professional and managerial staff (University_Oldenburg 2023) ................................................................................................................
80 Figure 9 NEBS model hydrogen curriculum (Van Gemert, Joris; Mollema, Anouk; 2022)....................82 Figure 10 Identification of the most in-demand skills related to components/applications (Hydrogene France; 2022, 24) ..................................................................................................................................
92 Figure 11 EntranCe Energy Bridge ........................................................................................................98 Figure 12 EnTranCe location .................................................................................................................98 Figure 13 Hydrogen reducing plant from 200 to 4 bar. EnTrance ........................................................98 Figure 14 Hydrogen fuel cell hydrogen training plant Drenthe College ...............................................99 Figure 15 Example of Horizon .............................................................................................................100 Figure 16 Example of Dr. fuel cell .......................................................................................................100 Figure 17 HyCC operation and maintenance Strategy (Salet, Victor 2023) ........................................102 Figure 18 EQF level compared with achieved education and positions of maintenance personnel.
(HLADÍK, et al. 2012)...........................................................................................................................
109 Figure 19 Expected MBO students toward engineering and built environment (DUO 2022) ............120 Figure 20 The distribution of functional requirements across the value chain in activities (Hydrogene France; 2022, 28) ................................................................................................................................130 Figure 21 Different stages in the life cycle of a hydrogen system (Reijerkerk and Van Rhee 2019, Figure 6)..............................................................................................................................................
130 Figure 22 Integral hydrogen chain (Reijerkerk and Van Rhee 2019, Figure 7)....................................131 Figure 23 Hydrogen Value Chain (Hufnagel-Smith, Workforce Requirements for Advancing a Hydrogen Economy Hydrogen workforce Assessment Tool 2022).....................................................
142 Figure 24 levels of autonomous driving..............................................................................................177 Figure 25 The Hydrogen value chain...................................................................................................182 Figure 26 Hydrogen MBO training scheme in the Netherlands (Hazenberg, Willem 2022) ...............183

Terms
Learning

outcomesA concise description of the knowledge, understanding and skills that a worker working in the Hydrogen Network must have at the end of a course.
Through learning objectives, with specific knowledge and skills, a class situation is used to flesh out the final term. These involve the steps the student must take to arrive at the end term.

He

Note: Throughout the document, "he" may be substituted for "she".

Competencies needed for hydrogen in the industry and network - 101 -.
Abbreviations BBLBeroepsbegeleidende leerweg -(More practiceoriented) BetrSichV Betriebssicherheitsverordnung BIBBBundesinstitut form Berufdbildung - German VET education BOLBeroeps opleidende leerweg (More theory) BOPBalance of Plant CREBOEcognized training code DCDrenthe College DGUVDeutsche Gesetzliche Unfallversicherung DSODistribution System Operator ECTSEuropean Credit Transfer and Accumulation system ESGEnvironmental , Social and Governance EQFEEuropean Qualification Framework Gaseous hydrogen GH2 H2-DRIHydrogen Direct Reduced Iron IHIndustrie- und Handelskammer HEMS Home Energy Management Systems Higher Ed HigherEducation - Bachelor/Postgraduate HyTecHydrogen Technology and Energy Curriculum KRITIScritical infrastructure PPAPower Purchase Agreements ParaprofParaprofessional - Advanced diploma or Associate Degree PEMProton Exchange Membrane PtXPower to X ROCRegional training center TSOTransmission System Operator VETVocational Education and Training VIAG Safety instruction natural gas WI WorkInstructions HSDHigh School diploma GEDGraduate Equivalency Degree/ General Educational Development similar to US high school OJTOn-the-job training PPEPersonal protective equipment QINFORGEQualification and Occupation in the Interindustry Forecasting Germany QuBe Qualifikations- und Berufsprojektionen SMEDSingle Minute Exchange of Dies TSSAH2Technical Standards & Safety Authority Hydrogen TSTechnical School VETVocational Education and Training VIAG Natural Gas Safety Instructions VWIVe Safety Critical Work Instructions

Competencies needed for hydrogen in the industry and network - xii -.

Chapter 1 Introduction
Soon, Groningen will no longer be one of Europe's main centers of natural gas. Recognizing that this threatens to leave a social hole in the already earthquake-stricken area, a strong movement has emerged in the region to reinvent itself based on its strengths and using the accumulated knowledge and infrastructure from the gas system. The idea, widely supported especially in Groningen and Drenthe, is to play a leading role in the value chain of the new, green gases that will play a central role in our future energy system and as green raw materials in the new circular production processes. Its basic variant, clean hydrogen, is central to this.
This starting point was described at the time by Prof. Ad van Wijk (Van Wijk 2017)1 in his book for the Northern Innovation Board: 'The Green Hydrogen Economy in the Northern Netherlands'. To give this concept hands and feet, much has already happened in the region by now, so much so that Europe has declared the region Europe's first Hydrogen Valley2 , not only because of the large scale of the new initiatives around green gases, but also because they cover the entire value chain, production, transport, storage and applications in industry, mobility and built environment. There is now an investment plan up to 2030 for 75-100 projects (Schutte, Rene 2023) with a combined financial volume of over €10 bln. In 2020, the investment was still about € 9 billion3 .
Several initiatives have also emerged within the knowledge sector to respond to the theme in education and research. For example, the 2021 Hydrogen in Industry Practorate was established at Drenthe College. A Practorate is an expertise platform within an MBO institution where practical (focused) research is conducted. Drenthe College focuses on hydrogen because it is an important energy carrier in the energy transition. Hydrogen will play an increasingly important role within industry. Among other things, this will reduce CO2 emissions from industry. A Practorate with this subject is unique in the Netherlands.4 However, the developments initiated are still fragile, also because the entire hydrogen economy is still in its infancy. Real breakthroughs toward large-scale investments and further rollout through SMEs and startups are expected in the coming years, but that means the preliminary work needs to be done now. An important component of it is to ensure sufficient skilled personnel for the new technology and applications. This requires knowledge and takes time, but it must be done now.
As plans for hydrogen demand and production projects increase by the day, the need for expertise is growing. The urgency to implement the Energy Transition is greater than ever before. The role of hydrogen in this transition is important because of its great potential to reduce emissions in many sectors.
Strict emission reduction targets must be met within seven years in all sectors, but there is still a distinct lack of the experts needed to meet these targets. The shortage of skilled labor has always been a challenge in many circumstances. The skilled labor shortage, especially in areas vital to the energy transition, is critical to meeting climate goals in the remaining years.
In the context of hydrogen introduction, the exact extent of the required retraining is not yet known. The present paper provides an overview of the different areas of education in the hydrogen value chain, its cross-cutting topics and various studies around this topic. It also provides a practical view of the attractive 1 2

NIB-BP-NL-DEF-webversion.pdf (profadvanwijk.com)

Hydrogen Valley - New Energy Coalition
Investeringsplan_Waterstof_Noord_-_Nederland_2020.pdf (provinciegroningen.nl) 4 Practorate Hydrogen in Industry | Drenthe College | Drenthe College 3

Competencies needed for hydrogen in the industry and network - 2 employment opportunities in the hydrogen sector. This paper does not pretend to provide a holistic overview. But summarizes both national and international research. This paper is intended as a starting point for further discussions on the topic of knowledge development in the hydrogen sector to provide an overview that will guide those involved in ongoing change. Concrete examples are the projects in which I am playing a leading role on these topics, namely: the further deepening of the Hydrogen in Industry Practorate, GroenvermogenNL, WCM Fieldlab HYDRO-BOREAS program hydrogen and the EU Erasmus program (Greenskillsforhydrogen 2023)5 -Greenskills4H2 - both of which latter projects will run between the end of 2022 and 2026.

Research questions:

1. How will the growing hydrogen industry affect employment, sectors (e.g., manufacturing, distribution, research and development)?
2. What positions are needed and currently available in the hydrogen industry and networks, what are the requirements for these positions in terms of educational attainment, how great is the need for different positions, and is there sufficient potential in the region based on demographics and inflow data to meet these needs?
3. What are the essential basic knowledge, skills and specific competencies, such as knowledge of electrolysis, transport, storage and applications, required for workers in the hydrogen industry and networks, and how can these be most effectively taught and trained?
4. To what depth should workers have knowledge of hydrogen technology and applications to contribute effectively to industry and networks?

Chapter 2 Content orientation (literature exploration) The purpose of this literature review is to provide insight into the competencies and training required for success in the hydrogen sector and to determine the demand for skilled workers and related positions. Both national and international studies are systematically discussed, focusing on various target groups such as VWO students, firefighters and MBO to HBO/WO students. Topics such as safety, employment, training trends and qualification needs in the hydrogen production context are covered. The overview list (Appendix 2) includes a table with links to the original reports written between 2006 and 2023 by various authors and institutes from the Netherlands, Australia, Canada, the US, Germany and France. This study provides insights into the competencies needed and the demand for qualified personnel in the hydrogen sector, completed in April 2023.

Competency-based hydrogen education
Competency-based hydrogen education develops the skills needed for a successful career in the growing and important hydrogen industry. It includes promoting knowledge, skills, attitudes and behaviors needed for specific tasks and activities, and emphasizes the development of practical skills in hydrogen technologies and processes, including knowledge of chemical properties, system design and implementation, regulations and safety measures. It also focuses on promoting teamwork, communication, creativity and problem-solving skills needed for success in the industry.
Fostering knowledge and skills is essential to improving the quality of professional education and preparing students for specific positions. Assessing student behavior can be done in a variety of ways, including observation, 5

Green Skills for Hydrogen

Competencies needed for hydrogen in the industry and network -. 3 reflection reports and peer feedback. Refer to Appendix 1 for more detailed information on competency-based hydrogen education, including knowledge, skills, behaviors and facilities.

International Curriculum on Hydrogen Safety Engineering (2016).

The International Curriculum on Hydrogen Safety Engineering from (Dahoe and Molkov 2006)6 is a course that focuses on hydrogen safety and consists of fifteen modules divided into three categories: basic modules, fundamental modules and applied modules. More detailed information about this course can be found in Appendix 3 "International Curriculum on Hydrogen Safety Engineering.

Hydrogen Technology and Energy Curriculum (HyTec) (2013).

The Hydrogen Technology and Energy Curriculum (HyTec) (Nagle 2013) is an educational program designed to introduce students to hydrogen and fuel cells in the context of energy for transportation. The program consists of six classroom activities based on issue-oriented and inquirybased approaches to teaching and learning science. The curriculum meets U.S. national education standards and state science standards. The six topics cover topics such as energy conversions, energy efficiency, chemical reactions, oxidation-reduction, stoichiometry and societal perspectives on energy problems. The program focuses on mobility-related topics, but the fuel cell section is also relevant to hydrogen in industry training.7

Energy College (2018)

The Energy College, a collaboration between seven MBO schools, more than 50 companies and the government in the Northern Netherlands, has examined what qualities and skills the energy professional of the future must possess (Hogt 2018). Appendix 4, entitled "Gas 2.0 Report Thematic Table Hydrogen Round 1B," describes the results of the hydrogen thematic table. In addition, the Hanzehogeschool in Groningen and partners united in the 'Green Hydrogen Booster' consortium and the 'Hydrogen Works' program have been working on a continuous learning line in the field of hydrogen in the northern Netherlands. This learning line includes education, training and courses at MBO, HBO, WO and post-initial level.

HyResponse (2016)

The (HyResponse 2016)8 program works with 4 levels of knowledge for emergency responders, including first responder (EQF 2), shift commander (EQF 4), incident commander (EQF 5) and specialist (EQF 5). The program includes 9 modules that focus on various aspects of hydrogen safety, including the properties of hydrogen, compatibility with different materials, damage criteria for people and property, mitigation of hydrogen leaks, ignition prevention, firefighting, regulations and intervention strategies. The modules were developed for first responders and their contents are further detailed in Appendix 5.

Dahoe, A.E., and V.V Molkov. 2006. "On the Development of an International Curriculum on Hydrogen Safety Engineering and its Implementation into Educational Programmes." WHEC. Lyon France: WHEC. Accessed Feb 19, 2023.
https://www.cder.dz/A2H2/Medias/Download/Proc%20PDF/PARALLEL%20SESSIONS/%5BS01%5D%20Safety/14-06-06/342.pdf 7 Nagle, Barbara. 2013. Hydrogen Technology and Energy Curriculum (HyTEC). Berkeley: The Regents of the University of California (Berkeley), 25. Opened March 1, 2023. https://digital.library.unt.edu/ark:/67531/metadc844380/m2/1/high_res_d/1064422.pdf8 HyResponse. 2016. "European Hydrogen Emergeny Response Training program for first responders." http://www.hyresponse.eu/.
Accessed Mar. 15, 2023. http://www.hyresponse.eu/ 6

Competencies needed for hydrogen in the industry and network - 4 -

Albert-Einstein-Gymnasium Ulm-Wiblingen, curriculumChemie_Kl.9_G9_Bp-(2016)

The (Albert-Einstein- Gymnasium 2016) Gymnasium chemistry lesson module "Water, Hydrogen and Molar Volume" lasts 10 hours and teaches students about the properties and uses of hydrogen as an energy carrier and simple calculations of gas volumes with molar volume.
Students will connect their everyday experiences with water with their newly acquired knowledge and learn about water treatment. They will also study the properties of hydrogen and learn ways to detect and produce hydrogen. The module includes process- and content-related competencies and practical activities such as the bang gas test and producing hydrogen from dilute hydrochloric acid and magnesium, pneumatic trapping. The flammability of hydrogen and its density compared to air are also highlighted, using the Hindenburg disaster as an example.

Bezdek study 'The hydrogen economy and jobs of the future' (2019)

The study by (Bezdek 2019)9 titled "The Hydrogen economy and jobs of the future" highlights that the growth of the hydrogen and fuel cell industry will lead to huge new employment opportunities in various industries, skills, tasks and earnings.
While these jobs are not yet defined in official classifications and require many different skills and training than current jobs, it is important to evaluate training requirements to ensure adequately trained and qualified workers in this rapidly growing economy. (Bezdek 2019) Identifies emerging jobs in the growing hydrogen/fuel cell economy by occupational titles, estimates the average U.S.
salary for each job, determines the minimum education level required to access that job, and specifies recommended education requirements. Of the 42 jobs listed in (Bezdek 2019), 36% of the jobs contain the word "Fuel Cell" in the job title. Appendix 6 contains a summary of these individual jobs, including the level of education and salary required in the U.S. for reference.

Skiba Competency Standards for Emerging Hydrogen Related Activities (2020)

The study by (Skiba 2020)10 identifies key competencies needed for the emerging hydrogen industry, particularly focused on mobility and transportation. The study proposes five modules, four of which focus on vocational education and provide increasing levels of complexity. These modules include knowledge and skills on hydrogen, safety, environmental regulations, health and transportation.
Currently, the current MBO curriculum does not cover module 5, which focuses specifically on hydrogen transportation and loading. Possibly this module should be offered as a separate module or included in the hazardous materials transportation course. Appendix 7 lists all competencies by module. In summary, (Skiba 2020) provides the most detailed analysis of the curriculum.

HYDELTA KIWA WP4 2021 educational track study (2021)

The study HYDELTA D4.1 (Van Greuningen, Suzanne; KIWA 2021)11 shows that in 2021 there is no full MBO education in infrastructure engineering with a focus on hydrogen. However, in the coming years the demand for technical personnel with knowledge of both the natural gas and Hydrogen networks will increase to enable the transition from natural gas to hydrogen. Although Bezdek, Roger H. 2019. "The hydrogen economy and jobs of the future." Ren