Written evidence submitted by Brunel University of London (WFP0020)
Responses to selected questions: 3 & 5
Evidence submitted by Dr Alex Reip on 09/01/2025.
Alex Reip is the Royal Society Entrepreneur in Residence at Brunel University of London and Chief Technology Officer and Co-Founder at Oxford nanoSystems Ltd. With over 15 years of experience in clean energy innovation, education, and technology development, Alex has led transformative projects in hydrogen technology, including pioneering advancements in electrode coating processes. He is actively engaged in workforce development, having contributed to the development of MSc and CPD programmes to upskill professionals for roles in emerging clean technologies. Alex’s work bridges academia and industry, with a focus on fostering sustainable solutions and supporting the transition to a green economy.
Declaration of Interest: Alex is actively involved in research and innovation in the clean energy sector, including hydrogen technologies, and mentors startups in related fields.
A. Questions Addressed:
B. Executive Summary:
C. Responses to Questions
3. How might the Government ensure that the job market in clean energy roles is sustainable enough to incentivise private sector investment in training for 2030 and beyond?
3.1. To ensure sustainability in the clean energy job market, the government must prioritise long-term policy commitments that also evolve to meet future needs. Establishing binding targets for renewable energy deployment and workforce development as part of the UK's energy strategy will provide businesses with the stability needed to invest in training initiatives.
3.2. While consistent policies reduce uncertainty and allow companies to plan long-term investments in workforce development, these policies must also be adaptable to technological advancements and changing market conditions to remain effective over time.
3.3. Financial incentives for businesses are essential for encouraging private sector participation. Tax credits, grants, or subsidies targeted at workforce training can make upskilling employees in clean energy technologies more economically feasible, especially for small and medium-sized enterprises. This is particularly critical for emerging technologies such as hydrogen production and advanced battery systems, where skill requirements are highly specific.
3.4. Public-private partnerships should form the backbone of clean energy workforce planning, as exemplified by successful initiatives such as the Government’s Industry Training Boards, including the Engineering Construction Industry Training Board—an employer-led body addressing sector-specific needs.
3.5. Building on these foundations, Skills England can help refine the overall skills landscape and support the creation of Local Skills Improvement Plans. By aligning local needs with targeted skills initiatives and delivering a more holistic approach, these measures will help to remove barriers to reskilling and ensure that regional demands are effectively integrated into national clean energy workforce strategies.
3.6. A notable example is the Brunel University of London MSc programme, which includes Hydrogen Technologies. This programme is set to expand and will soon include a digital distance learning offering alongside Continuing Professional Development (CPD) courses all designed in partnership with industries across the hydrogen supply chain. These modular, multidisciplinary offerings equip participants with skills directly aligned with current and future market demands. By leveraging an industry advisory panel and incorporating industry-sponsored modules, the programme ensures a forward-looking approach that prioritises emerging technologies and innovations, rather than focusing solely on established practices.
3.7. Regular skills gap analyses are essential to ensure that training investments remain closely aligned with evolving market demands. Surveys conducted during the development of Brunel University of London’s Hydrogen MSc demonstrated the importance of not only incorporating a balance of technical and non-technical modules—covering areas such as policy, safety, and project management—but also providing a more consistent approach to career guidance. This involves ensuring a steady supply of expert teaching staff, high-quality work experience placements, and a robust pipeline of apprenticeships that collectively equip students and professionals with the comprehensive skill sets needed in the clean energy sector.
3.8. It is encouraging to see the government’s decision to reform the Apprenticeship Levy into a new Growth and Skills Levy. This approach could help fund certified clean energy CPD courses and Level 7 apprenticeships, enabling employers to upskill their existing workforce more effectively. Many businesses currently struggle to fully utilise their levy contributions due to the limited applicability of traditional apprenticeship programmes, so this expansion of eligible training options may significantly broaden their opportunities.
3.9. In January 2024, Bain and Company reported a significant portion of people entering the clean energy sector are part of the existing workforce and already possess foundational skills, meaning there is a need to upskill or transition their abilities into these clean energy areas.
3.10. Allowing these funds to support modular clean energy CPD offerings and on-the-job Level 7 apprenticeships—which are equivalent to a master's degree—is therefore highly beneficial and cost-effective. This approach addresses the issue by enabling skill enhancement within the current workforce, encouraging companies to invest in their employees, and providing a dual benefit: reducing waste in levy contributions while meeting industry demands for flexible and targeted training and using the new Growth and Skills levy, means it could be achieved at zero cost to the government.
3.11. Modular and CPD-based learning models enable businesses to upskill employees without interrupting ongoing operations. Flexible learning pathways make training accessible and affordable, enabling businesses to invest incrementally in their workforce.
3.12. Enhancing primary and early secondary STEM education is also vital to make the clean energy sectors more enticing for young people. We are already seeing drops in degree uptake for critical subjects like chemistry, which are essential for the clean energy transition. Without sufficient student interest, these departments are being closed, threatening the availability of skilled professionals in key areas.
3.13. Working with the Professional Bodies to develop engaging curricula that focus on renewable energy and sustainability can spark interest from an early age. Incorporating hands-on experiments, project-based learning, and exposure to real-world applications can make STEM subjects more relatable and exciting. Partnerships between schools, universities, and industry can provide students with role models and mentors, demonstrating clear career pathways in the clean energy sector. Government initiatives with professional bodies to support teacher training in STEM subjects and investments in educational resources will further strengthen this foundation, helping to build a diverse and robust pipeline of future talent.
5. What more can the Department for Energy Security and Net Zero do to ensure the workforce is in place to deliver the Clean Energy Mission and accelerate the retrofitting of homes and businesses?
5.1. The Department for Energy Security and Net Zero should develop a comprehensive workforce strategy that combines UK-wide policies with regional initiatives. While a national framework is essential for consistency, regions need the flexibility to tailor workforce development to their specific industrial landscapes. For example, the Humber region has become a leading hub for renewable energy, notably increasing apprenticeships for welders and mechanical fitters. By addressing local needs, it has created a pipeline of skilled workers that supports both regional and national clean energy goals.
5.2. Investment in training infrastructure is essential. The Department should encourage the development of digital training tools, such as digital twin simulations. These simulations create virtual replicas of physical systems, allowing students and trainees to engage with realistic scenarios without the risks and costs associated with physical prototypes.
5.3. These systems are already being used in the oil and gas industry to assess maintenance and reliability on off shore platforms. Brunel’s Hydrogen MSc will integrate digital twin technology to prepare students for real-world challenges in the hydrogen sector. These technologies can reduce training costs while improving learning outcomes, making them highly scalable solutions for addressing workforce shortages.
5.4. Streamlining accreditation processes can also accelerate the availability of skilled workers. By simplifying the pathways for certification in clean energy technologies, professionals can transition more quickly into high-demand roles. The government has previously supported measures to speed this up by funding over nine thousand training course places for heat pump engineers in 2022. Nationally recognised and standardised qualifications, developed in collaboration with academic and industry stakeholders, would further enhance mobility and employability across the sector.
5.5. Financial incentives for retrofitting projects are a useful tool to stimulate demand for skilled labour. Subsidies, grants, or low-interest loans for retrofitting homes and businesses not only drive energy efficiency but also create job opportunities in construction, engineering, and project management. Tying these incentives to targeted training programmes will ensure that the workforce is adequately prepared to meet the increased demand.
5.6. While collaboration between government, industry, and academia is important, partnerships solely between academia and private industry can also significantly advance the adoption of net zero technologies. The Park Royal Net Zero project, led by Brunel University of London, exemplifies how an academic-industry collaboration can drive progress independently of direct government involvement. By working closely with businesses in London's largest industrial and commercial zone, the project aims to facilitate the implementation of net zero technologies.
5.7. This partnership not only assists companies in adopting sustainable practices but also provides practical learning opportunities for students and researchers. Such initiatives demonstrate that academia and industry can jointly foster a workforce equipped with hands-on experience in deploying net zero solutions, effectively bridging the gap between academic innovation and industry application, and accelerating the transition to a sustainable energy future.
5.8. The Department should implement a policy monitoring and adaptation framework. Regular consultation with stakeholders—such as academic institutions, industry leaders, and regional authorities/governments—will ensure that workforce strategies remain responsive to changing demands. Insights from Brunel’s survey findings, which emphasised the need for multidisciplinary skills, highlight the importance of data-driven decision-making in workforce planning.
D. Recommendations
January 2025