Pakistan Sustainable Energy Series Renewable Energy Jobs and Sector Skills Mapping for Pakistan Renewable Energy Jobs and Sector Skills Mapping for Pakistan ACKNOWLEDGMENTS The report was authored by Ermeena Malik (Energy Consultant) and was commissioned and supervised by Saadia Qayyum (Energy Specialist). The report was peer reviewed by three World Bank Group staff: Ashok Sarkar (Senior Energy Specialist), Ayese Yasemin Orucu (Senior Energy Specialist), and Zuzana Dobrotkova (Senior Energy Specialist). Comments were also provided by Oliver Knight (Senior Energy Specialist), Tu Chi Nguyen (Senior Energy Economist), and Yao Zhao (Energy Consultant). This report is part of a series of studies on sustainable energy commissioned by the World Bank under the Pakistan Sustainable Energy Program (P169313), a multiyear technical assistance program in support of the Government of Pakistan. Funding for this study was provided by the Energy Sector Management Assistance Program (ESMAP). Design services were provided by Shepherd, Inc. The World Bank would like to thank the Renewable Energy Sector Skills Council, the National Vocational and Technical Training Commission (NAVTTC), renewable energy companies, and higher educational institutes for their inputs and feedback on this study, including provision of data, and submission of written comments. Copyright © 2022 THE WORLD BANK. All rights reserved. 1818 H St NW, Washington, DC 20433, USA Telephone: +1-202-473-1000 Internet: https://worldbank.org RIGHTS AND PERMISSIONS The material in this work is subject to copyright. Because the World Bank encourages dissemination of its knowledge, this work may be reproduced, in whole or in part, for noncommercial purposes if full attribution to this work is given. Any queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Publications, World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: +1-202- 522-2625; e-mail: pubrights@worldbank.org. All images remain the sole property of their source and may not be used for any purpose without written permission from the source. ATTRIBUTION Please cite the work as follows: World Bank. 2022. Renewable Energy Jobs and Sector Skills Mapping for Pakistan. Pakistan Sustainable Energy Series. Washington, DC: World Bank. DISCLAIMER The World Bank does not guarantee the accuracy of the data included in this work and accepts no responsibility for any consequence of their use. Photo credits: Women in Energy. http://womeninenergy.pk CONTENTS Abbreviations and Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii 1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.1  Scope of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2. Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2.1  Employment Estimates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2.2  Skill Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 2.3  Skill Supply . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 2.4  Gap Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 3.  Jobs in Renewable Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 3.1  Current Jobs in Renewable Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 3.2  Job Projections to 2025 and 2030 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 3.3  Employment Configuration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 3.4  Employment by Job Duration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 3.5  Employment by Skill Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 3.6  Skill Profile of Renewable Energy Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Renewable Energy Skills Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 4.  4.1  The Renewable Energy Skill Delivery System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 4.2  Supply of Skilled and Semiskilled Workers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 4.3  Geographic Distribution of Education and Training Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Labor Market Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 5.  5.1  Reliance on Part-time Workers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 5.2  Gender Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 5.3  Hard-to-fill Vacancies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 5.4  Skill Shortages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 5.5  Causes of Skill Shortages and Difficulties in Recruitment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 5.6  In-house Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 iii Recommendations for Renewable Energy Workforce Development . . . . . . . . . . . . . . . . . 36 6.  6.1  Improving Policy Design and Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 6.2  Strengthening Renewable Energy Education and Training Delivery . . . . . . . . . . . . . . . . . . . . . . . 37 6.3  Promoting Gender Mainstreaming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Appendix A. The Power Sector in Pakistan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Appendix B. Survey Methodology and Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Appendix C. Modelling Assumptions and Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Appendix D. University Courses with Renewable Energy Content . . . . . . . . . . . . . . . . . . . . . 48 Appendix E. Annual University Enrollment in Renewable Energy Courses (2015–2019) . . . . . 51 Appendix F. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Figures Figure ES.1: Cumulative Direct Employment in Grid Connected RE in Pakistan (FY 2021–2030) . . . . . viii Figure ES.2: Renewable Energy Job Projections Disaggregated by Skill Level (2021–2030) . . . . . . . . . . . ix Figure 2.1: Pakistan Renewable Energy Capacity Projections (FY 2021–2030) . . . . . . . . . . . . . . . . . . . . . . 6 Figure 2.2: Renewable Energy Employment Estimation Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Figure 3.1: Cumulative Direct Employment in Grid Connected RE in Pakistan (FY 2021–2030) . . . . . . . 14 Figure 3.2: Cumulative Employment by Value-Chain Stage in Grid Connected Renewable Energy Projects (FY 2021–2030) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Figure 3.3: Projections for Temporary Direct Jobs in Grid Connected Projects (2021–2030) . . . . . . . . . . 17 Figure 3.4: Projections for Permanent Direct Jobs in Grid Connected Projects (2021–2030) . . . . . . . . . . 17 Figure 3.5: Renewable Energy Job Projections Disaggregated by Skill Level (2021–2030) . . . . . . . . . . . . 18 Figure 4.1: Distribution of Specialized Vocational Certification in Renewable Energy (2020) . . . . . . . . . 25 Figure 4.2: TVET Certifications Awarded in Renewable Energy Trades through Traditional and NVQ Systems (2015–2019) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Figure 4.3: Solar System Technician Training in NVC Levels 1 to 3—Enrollment and Certification through NVQ (2016–2020) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Figure 4.4: General and RE Specific TVET Capacity in Pakistan (2020) . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Figure 5.1: Distribution of Full-time and Part-time Employees (IPPs and solar installers) . . . . . . . . . . . . . 31 Figure 5.2: Female Representation at Renewable Energy Companies in Pakistan (2020) . . . . . . . . . . . . 31 Figure 5.3: Distribution of Female Staff in Managerial and Technical Roles . . . . . . . . . . . . . . . . . . . . . . . . 32 Figure 5.4: Distribution of Hard-to-fill Vacancies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Figure 5.5: Shortage in Skilled Technical Occupations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Figure 5.6: Shortage in Semiskilled Technical Occupations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 iv Renewable Energy Jobs and Sector Skills Mapping for Pakistan Figure 5.7: Objectives of In-house Training (IPPs and other large RE companies) . . . . . . . . . . . . . . . . . . . 34 Figure 5.8: Objectives of In-house Training (solar PV installers) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Figure A.1: Structure of the Power Sector in Pakistan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Tables Table ES.1: Location Potential and Available Capacity for RE Skills Development in Pakistan (2020) . . ix Table ES.2: Recommendations for Renewable Energy Workforce Development in Pakistan . . . . . . . . . . xi Table 2.1: Renewable Energy Employment Factors for Pakistan (FTE jobs/MW) . . . . . . . . . . . . . . . . . . . . . 5 Table 2.2: Comparison of Renewable Energy Employment Factors (FTE jobs/MW) . . . . . . . . . . . . . . . . . . 5 Table 2.3: Modelling Assumptions for RE Capacity Addition Scenarios (FY 2021–2030) . . . . . . . . . . . . . . 7 Table 3.1: Direct Jobs in Wind and Solar Projects (FY 2020) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Table 3.2: Direct and Indirect Jobs in Renewable Energy (FY 2020) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Table 3.3: Scenario 1—Projections for Direct Jobs in Grid Connected Renewable Energy Projects (FY 2021–2030) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Table 3.4: Scenario 2A—Projections for Direct Jobs in Grid Connected Renewable Energy Projects (FY 2021–2030) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Table 3.5: Scenario 2B—Projections for Direct Jobs in Grid Connected Renewable Energy Projects (FY 2021–2030) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Table 3.6: Cumulative Direct Employment in Grid Connected Renewable Energy Projects (FY 2021–2030) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Table 3.7: Projections for Direct and Indirect Jobs Created by Renewable Energy Investments (2021–2030) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Table 3.8: Skill Levels Defined in the National Vocational Qualification Framework . . . . . . . . . . . . . . . . . . 19 Table 3.9: Occupation and Skill Map for the Renewable Energy Industry in Pakistan . . . . . . . . . . . . . . . . 19 Table 4.1: Accredited HEI and TVET Institutions in Pakistan (2020) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Table 4.2: Institutions in Pakistan Offering Programs with Renewable Energy Content (2020) . . . . . . 22 Table 4.3: Renewable Energy–Related Courses at Universities in Pakistan (2020) . . . . . . . . . . . . . . . . . 23 Table 4.4: Renewable Energy Vocational Courses—Certifications Available through the TVET System (2020) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Table 4.5: Location Potential and Available Capacity for RE Skills Development in Pakistan (2020) . . 28 Table 6.1: Recommendations for Renewable Energy Workforce Development in Pakistan . . . . . . . . . . . 39 Table B.1: Comparison of Population and Survey Sample Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Contents v ABBREVIATIONS AND ACRONYMS AEDB Alternative Energy Development Board BST basic safety training BTT basic technical training CBT competency based training EPC engineering, procurement, and construction FTE full-time equivalent GW gigawatt GWO Global Wind Organization HEC Higher Education Commission HEI higher education institution IPPA Independent Power Producers Association IRENA International Renewable Energy Agency KP Khyber Pakhtunkhwa MW megawatt NAVTTC National Vocational and Technical Training Commission NEPRA National Electric Power Regulatory Authority NVQF National Vocational Qualification Framework O&M operation and maintenance PCRET Pakistan Council of Renewable Energy Technologies PEC Pakistan Engineering Council PSA Pakistan Solar Association RE renewable energy REAP Renewable and Alternative Energy Association of Pakistan SDC Skills Development Council SHS solar home system TTC technical training center TVET technical and vocational education and training vi EXECUTIVE SUMMARY The Government of Pakistan (GOP) has adopted ambitious national renewable energy (RE) targets under the RE Policy 2019. The policy sets out a growth trajectory for grid connected, non-hydro renewables, mandating at least 20 percent renewables in the country’s installed power generation capacity by 2025 and 30 percent by 2030. The government has simultaneously approved a comprehensive power gener- ation capacity expansion plan, the Integrated Generation Capacity Expansion Plan 2021–2030 (IGCEP 2021–2030). Since large hydropower makes up the bulk of capacity additions in the IGCEP, new wind, solar, and bagasse projects in the IGCEP account for approximately 11,700 MW compared to 16,300 MW of non-hydro RE needed to meet the national RE targets. To capitalize on the employment creation potential of the RE targets and the IGCEP, policy makers will have to anticipate changes in workforce trends and develop a preemptive plan to manage skill require- ments and prevent workforce shortages. This study was commissioned by the World Bank to facilitate cohesive RE workforce planning and identify skill gaps that could inhibit RE investments in Pakistan. The findings of the study will help inform skill development in RE by providing policy makers and other stake- holders, including the Higher Education Commission (HEC) and the National Vocational and Technical Training Commission (NAVTTC), with indicative employment projections required for long-term planning. STUDY SCOPE AND METHODOLOGY Given the lack of RE employment data in Pakistan, the scope of employment forecasts in this study includes direct formal jobs and indirect jobs only. Employment forecasts for direct jobs are estimated using the employment factor approach in a scenario framework and include jobs in manufacturing, project development, construction and installation (C&I) and operation and maintenance (O&M). Indirect jobs (in businesses whose core activities provide primary inputs for RE projects and ancillary service pro- viders) are estimated in aggregate using employment multipliers sourced from research literature. The technology focus of the employment estimates includes grid connected wind and solar generation and off-grid solar systems. Both grid connected and off-grid solar installations with a capacity of less than 5 megawatts (MW) are included in the “distributed solar” category. The study modelled three individual scenarios, the first following the IGCEP pathway and two additional pathways exploring the employment creation potential of the RE Policy 2019. A survey and interviews with wind and solar companies were conducted to develop a set of custom employment factors for Pakistan, identify employment trends, and assess skill gaps in the sector. Respondents to the survey included 32 RE companies from all parts of the industry value chain, including 15 independent power producers (IPPs) representing 36 percent of the country’s installed wind and solar capacity in 2019. A separate survey of 21 universities offering RE-related courses was conducted to assess the capacity and utilization of RE degree programs at higher education institutions in Pakistan. vii KEY FINDINGS FROM THE STUDY New investments in grid connected and off-grid renewable energy projects could provide more than 190,000 direct and 137,000 indirect jobs by 2030 The RE industry provided approximately 14,000 direct and over 11,000 indirect jobs in 2020 against an installed base of 1,995 MW of grid connected wind and solar projects and an estimated 2,600 MW of off-grid solar PV installations.1 In the lead-up to 2030, new investments in wind and solar are expected to produce a sharp rise in RE investments, increasing demand for RE workers at all skill levels. Fig- ure ES.1 illustrates the cumulative direct jobs created in the RE industry through 2030 under each of the study scenarios. Following the IGCEP pathway, new investments in approximately 3,722 MW of grid-scale wind projects and 7,533 MW of solar photovoltaic (PV) projects have the potential to provide over 105,000 direct jobs by 2030.2 The more ambitious RE policy scenario has the potential to deliver more than 190,000 direct jobs in the RE industry and an additional 137,000 indirect jobs in associated sectors. Although most direct jobs would be temporary, lasting only through the project implementation period, the RE industry could provide more than 14,000 permanent jobs between 2021 and 2030. FIGURE ES.1: CUMULATIVE DIRECT EMPLOYMENT IN GRID CONNECTED RE IN PAKISTAN (FY 2021–2030)3 160,000 140,000 120,000 100,000 Jobs (FTE) 80,000 60,000 40,000 20,000 0 2020 2025 2030 Scenario 1—IGCEP 2021–2030 Scenario 2A—RE Policy 2019 (high wind) Scenario 2B—RE Policy 2019 (high solar PV) Note: FTE = full-time equivalent. Renewable energy investments will create more jobs for semiskilled workers with vocational skills and unskilled labor While occupational roles in RE require some skilled workers (with a degree or diploma qualification), the renewables workforce mostly comprises semiskilled workers (with vocational training) and unskilled labor. Figure ES.2 illustrates the distribution of skilled, semi-skilled and unskilled workers under each study sce- nario. Under all three scenarios considered in the study, aggregate demand for semiskilled and unskilled workers accounts for approximately 75 percent of all employment created between 2021 and 2030. 1  NTDC 2021. Installed RE capacity in the IGCEP does not include RE plants connected to the K-Electric grid. 2  Since the scope of this study is limited to wind and solar PV technology, jobs created by any bagasse investments under IGCEP are not included in the study estimates. 3  Unless indicated otherwise, all figures and tables in this report were compiled by the author with primary or secondary data collected for the report. viii Renewable Energy Jobs and Sector Skills Mapping for Pakistan FIGURE ES.2: RENEWABLE ENERGY JOB PROJECTIONS DISAGGREGATED BY SKILL LEVEL (2021–2030) 120,000 100,000 80,000 60,000 Jobs (FTE) 40,000 20,000 0 Skilled Semiskilled Skilled Semiskilled Skilled Semiskilled and unskilled and unskilled and unskilled Scenario 1—IGCEP 2021–2030 Scenario 2A—RE Policy 2019 Scenario 2B—RE Policy 2019 (high wind) (high solar PV) 2026–2030 15,094 47,687 16,402 53,226 21,245 64,873 2021–2025 9,024 33,716 9,974 38,231 11,564 42,614 Note: FTE = full-time equivalent. The education and vocational training infrastructure extends across Pakistan, but skills provision for renewables is lagging in regions with the highest wind and solar potential Starting in 2015, specialized curricula in RE were introduced all over the country through universities and technical and vocational education and training (TVET) institutions. However, Sindh and Balochistan, the two provinces with the best wind and solar resources lag in the supply of RE relevant degree and vocational courses. Currently, only 4 percent of the TVET institutes in Sindh and 9 percent in Baloch- istan offer vocational RE training for semiskilled workers. Similarly, only five universities in Sindh and one in Balochistan offer degree courses relevant to RE. Table ES.1 summarizes the location information for RE-related courses offered in different regions of Pakistan. TABLE ES.1: LOCATION POTENTIAL AND AVAILABLE CAPACITY FOR RE SKILLS DEVELOPMENT IN PAKISTAN (2020)4 RE Location Universities Offering RE Training Institutes Offering RE Location Potential (MW)5 Relevant Courses Relevant Courses Traditional NVQ Total Balochistan 10,196 1 13 1 14 Khyber Pakhtunkhwa 280 2 25 25 50 Punjab 3,290 8 57 13 70 Sindh 10,035 5 27 0 27 Note: NVQ = national vocational qualification. 4  Unless noted otherwise, all data provided in the report were gathered from primary and secondary sources for the purpose of this assessment. 5  World Bank 2021. Executive Summary ix Despite a recent slowdown in renewable energy investments, labor shortages in technical occupations persist due to a lack of field experience In the current market, technical professional jobs (requiring an engineering degree or technical diploma) are the hardest to recruit against, followed by managerial jobs and trade jobs requiring medium to low vocational skills. A lack of practical experience (not qualification) is reported to be the leading cause of recruitment difficulties; therefore, more than 80 percent of RE companies provide some form of in-house training to employees in technical roles. Employment in RE is marked by a heavy reliance on part-time or temporary workers and low female participation in both technical and nontechnical professions. RECOMMENDATIONS FOR RENEWABLE ENERGY WORKFORCE DEVELOPMENT Consistent growth in RE capacity is one of the most important considerations in the planning and pro- vision of RE-related skills. Maintaining continuity and stability in RE policy is therefore critical for effec- tive skills development and supporting steady employment growth in the renewables sector. Similarly, although the higher education and TVET delivery system extends across Pakistan, systemic weaknesses in the skill delivery system have the potential to undermine RE workforce development in the medium and long term. This report proposes several strategic interventions that the three main stakeholder groups—the government, education and training institutions, and RE companies—can implement to ensure an adequate supply of RE workers over the next decade. Table E.S.2 summarizes the recommen- dations made in this study to strengthen RE workforce development in Pakistan. x Renewable Energy Jobs and Sector Skills Mapping for Pakistan TABLE ES.2: RECOMMENDATIONS FOR RENEWABLE ENERGY WORKFORCE DEVELOPMENT IN PAKISTAN Limitations  Recommended Interventions  Improving Policy Design and Workforce Planning Frequent changes in policy priorities Maintaining continuity and stability in RE policies.  Lack of coordination between stakeholders  Close coordination between public and private sector stakeholders. The government should consider setting up an RE Skills Development Working Group to involve all stakeholders in planning for skill development. Insufficient planning and inconsistency between policy Developing a cohesive workforce development plan as plans and actions  part of the overall RE policy implementation roadmap, deploying new RE capacity gradually, and establishing renewable energy zones (REZs). Strengthening the Renewable Energy Education and Training Delivery System Dual TVET delivery system and an excessive number of Streamlining of the TVET delivery system across government agencies in TVET delivery Pakistan and extending NVQF to the entire country. Normalizing the number of federal and provincial entities involved in accreditation and registration. Excess capacity in RE relevant degree and TVET Incentivizing enrollment in RE education and training programs programs through government and industry sponsored scholarships. Job placement facilities through the institutes of study or training. Publicizing RE relevant programs through targeted marketing. Low perceived value of TVET qualifications Improving the perceived value of TVET certification through better coordination with RE companies for curricula development, training provision, and certification.  Disparity in employer needs and RE curriculum Reviewing and revising curricula at higher educational institutions and TVET institutions to match industry requirements. Involving industry representatives in curricula development. Lack of on-the-job experience Leveraging private training infrastructure at RE companies to train additional workers and retrofitting idle or underutilized public sector training capacity (such as WAPDA’s extensive training network for conventional power projects) to deliver RE training. Making training provision (through internships or apprenticeships) a mandatory part of public sector RE contracts. Mismatch between geographic distribution of Establishing or extending degree and TVET programs education and training programs and location of RE in regions with high potential for new solar and wind resources  projects such as Sindh and Balochistan.  Inconsistency between employment dynamics of the Managing cohort size to maximize the potential RE industry and program planning in the TVET system  for job placement in regions other than Sindh and Balochistan. Standardizing training content and providing internationally recognized certification to enable worker mobility. (continues) Executive Summary xi TABLE ES.2: CONTINUED Limitations  Recommended Interventions  Promoting Gender Mainstreaming Lack of gender mainstreaming in energy policies and Mainstreaming gender in energy sector at the policy public sector level.  RE programs Providing extra credit for team diversity in public procurement contracts and making internships or apprenticeships for women mandatory in public RE projects. Limited access to education and training opportunities  Adjustments in curricula and targeted scholarships and internships. Improving women’s access to training programs by scheduling training around women’s domestic responsibilities. Addressing mobility constraints and security concerns. Lack of entrepreneurship support  Providing dedicated financing schemes and mentorships to women entrepreneurs. Note: NVQF = National Vocational Qualification Framework; TVET = technical and vocational education and training. xii Renewable Energy Jobs and Sector Skills Mapping for Pakistan 1. INTRODUCTION The Government of Pakistan (GOP) has adopted ambitious national Renewable Energy (RE) targets under a new RE policy announced in 2020.6 The policy sets out a growth trajectory for grid connected, non-hydro renewables, mandating at least 20 percent RE in the country’s installed power generation capacity by 2025 and 30 percent by 2030. Given the country’s installed RE capacity of 2,247 MW, Pakistan will need to deploy approximately 7,700 MW of additional RE systems by 2025 and another 8,600  MW by 2030 to meet these targets7 On average, 1,600 MW of new RE capacity will need to be added annually by 2030, growing Pakistan’s RE sector by a record 16,300 MW in the target period. To comply with the grid code in Pakistan, the government has simultaneously approved a compre- hensive power generation capacity expansion plan, the Integrated Generation Capacity Expansion Plan ­2021–2030 (IGCEP 2021–2030) prepared by the National Transmission and Despatch Company ­(NTDC).8 The IGCEP is expected to serve as a blueprint for additions in generation capacity over the next 10 years, including investments in new wind and solar power projects. Projections for adding RE capacity in the IGCEP are lower than the national RE targets, as hydropower is expected to deliver the bulk of new capacity additions through 2030. New power generation capacity comprising wind, solar, and bagasse projects accounts for approximately 11,700 MW in the IGCEP compared to 16,300 MW needed to meet the national RE targets. Nevertheless, the anticipated investments in RE under both the IGCEP and RE Policy 2019 pathways present a remarkable opportunity for creating employment in Pakistan’s RE industry, with implications for both the RE sector and the wider economy. To capitalize on this opportunity, policy makers must anticipate changes in workforce trends that will materialize as a result of new investments in RE and develop a plan to manage skill requirements and prevent workforce shortages. Maintaining a supply of skilled, experienced workers poses a significant challenge, particularly to countries planning a rapid RE capacity expansion from a relatively small installed base. Skill shortages are known to hinder RE deploy- ment in many developed and emerging economies and could prove similarly disruptive for Pakistan’s RE targets. Even if skill shortage is not a binding constraint, a high demand for skilled workers could drive up labor costs and affect workforce productivity and the quality of project delivery. The national statistical accounts and labor force surveys in Pakistan do not collect data on employment in RE or report on job trends in the renewables industry. As a result, policy makers and other stakeholders have no baseline data for anticipating skill needs or managing the supply of adequately skilled workers to ensure sustained growth in the sector. The World Bank Group commissioned this assessment of RE employment and skill requirements to provide insight into the RE labor market and workforce challenges facing the RE industry. The objectives of the study are to develop the first baseline data set for direct 6  Government of Pakistan 2019. 7  Cumulative installed RE in 2019 includes RE on the NTDC and K-Electric grids. Projections for installed RE power generation capacity in 2025 and 2030 are based on total power generation capacity in Pakistan projected by IGCEP 2021–2030. 8  NTDC 2021. 1 employment in RE companies and occupations and training capacities for renewables in Pakistan. The results of the study will support workforce planning by assisting policy makers and other stakeholders in making informed choices and developing consistent strategies to meet labor market challenges. The report is organized as follows: Section 2 describes the methodology for the study’s three main segments: employment projections, skill mapping, and skill gap assessment. Section 3 presents employment forecasts for Pakistan’s RE sector through 2030 under three potential RE capacity expansion scenarios. Section 4 reviews current RE education and training capacities in Pakistan. Section 5 describes the findings of a limited survey to assess skill gaps and current labor market chal- lenges in the RE industry. Section 6 identifies factors limiting RE workforce development in Pakistan and recommends interven- tions to build and maintain an adequate supply of skilled workers to meet the expected growth in RE investments. 1.1  SCOPE OF THE STUDY The study was conducted in three parts that are focused on the principal data requirement of RE work- force planning: estimation of current and forecasted employment and skill requirements for RE occu- pations, available education and training capacities, and skill gaps in the RE labor market. The scope of each segment of the study is outlined below. Employment Forecasts and Skill Mapping Given the lack of RE employment data in Pakistan, complexity of multi-year modelling, and time con- straints of the study, the scope of employment forecasts includes direct and indirect jobs only.9 Induced and productive use jobs are outside the scope of the study. Other assessment boundaries include: ■ Market size estimates: Market size estimates for 2020 (the base year) are derived from the installed RE capacity in Pakistan. Employment forecasts for 2025 and 2030 are based on the national RE targets defined in the RE Policy 2019, the Indicative Generation Capacity Expansion Plan (IGCEP) 2021–2030, and the NEPRA State of the Industry Report (for grid connected projects of all capacities including small rooftop solar PV systems) and historic solar panel import data (for off-grid solar PV systems).10 The use of IGCEP 2021–2030 for capacity projections means that any planned RE additions on the K-Electric grid are not included in the analysis.11 Variations in demand 9  Direct jobs refer to employment created directly by companies in the renewable energy value chain (manufacturing, project development, construction and installation, and operations and maintenance). Indirect jobs include employment in companies supplying inputs to the renewable energy industry, for instance jobs created in the steel sector as a result of a supply of steel for wind towers. 10  NTDC 2019. 11  K-Electric is the only distribution company in Pakistan in the private sector. The distribution concession of the company includes Karachi, Dhabeji, and Gharo in Sindh, and Uthal, Vinder, and Bela in Balochistan. 2 Renewable Energy Jobs and Sector Skills Mapping for Pakistan for electricity and energy efficiency measures are excluded from the analysis (see appendix A for a brief description of the institutional arrangement in Pakistan’s power sector). ■ Technology focus: Although Pakistan has considerable bioenergy potential, wind and solar are expected to remain the dominant RE technologies that will require concerted skill development interventions. The assessment therefore considers only onshore wind and solar photovoltaic (PV) technologies, categorized into three groups; grid-scale wind, grid-scale solar PV, and distrib- uted solar PV projects. Grid connected and off-grid solar PV installations of less than 5 MW are all included in the distributed solar PV category. Hydropower is excluded from the scope of the assessment since the technology is sufficiently established in Pakistan with adequate education and training capacities developed over the years. Employment in solar heating, offshore wind, and other RE technologies is also outside the scope. ■ Value chain focus: Employment forecasts report direct jobs in manufacturing, project development, construction and installation (C&I) and operation and maintenance (O&M). Employment creation in upstream supply chain companies (businesses whose core activities provide primary inputs for RE manufacturing for instance) and ancillary service providers (financing companies, metering and software service, training, human resource service providers and research, and advocacy groups) is reported through an aggregate, indirect employment estimate derived from employment multipliers sourced from research literature.12 The scope of the study excludes international operations of RE companies functioning in Pakistan and end-of-life waste management or decommissioning. ■ Practitioner groups: The assessment of direct employment created by grid connected RE projects includes jobs in independent power producers (IPPs), engineering, procurement and construction (EPC) companies, O&M companies, distributed solar PV installers, and solar panel manufactur- ing companies. Direct employment generated by off-grid solar installation companies (mini-grid service providers, pico solar products of less than 10 kW and off-grid solar home systems [SHS] providers) are included in an aggregate estimate of direct jobs created by off-grid RE installations. Off-grid productive use systems for solar irrigation, cooling and refrigeration, cooking, lighting, agro-processing, and so forth are outside the scope of the analysis. Education and Training Capacity Assessment This part of the assessment documents the number and types of institutions providing formal RE edu- cation and training. Public and private sector institutions included in the assessment are: ■ Higher education institutions (HEIs): Accredited degree awarding colleges and universities. ■ Technical and vocational education and training (TVET) institutions: Registered or accredited poly- technic and other diploma awarding institutions and vocational training institutions. ■ Training programs offered by RE businesses or trade groups not registered as formal TVET provid- ers and other training initiatives in the public and private sectors. Gap Assessment for Renewable Energy Specific Skills The skill gap assessment is limited to qualitative insights into the shortage of core engineering and technical RE skills sourced through an industry survey and interviews with recruitment professionals. Estimating quantitative skill gaps requires a complex, economy wide evaluation of demand for skills and is therefore outside the scope of the study. 12  Rutovitz and Harris 2012; Blanco and Rodrigues 2009; Tourkolias and Mirasgedis 2011. 1. Introduction 3 2. METHODOLOGY This section describes the data collection and processing methodology used in the study to forecast job creation and skill requirements in the renewable energy (RE) sector in the decade between 2020 and 2030. 2.1  EMPLOYMENT ESTIMATES The study uses the employment factor method to estimate current direct jobs and assess employment opportunities in Pakistan’s RE sector through 2030.13 This approach is consistent with standard meth- ods of employment estimates and delivers effective results in a relatively short period. The employment estimates in the study were compiled in four steps: ■ Step 1: Industry surveys and interviews Primary data for calculating employment factors are generally derived from industry surveys or publicly available employment data. Since national statistical accounts and labor force surveys in Pakistan do not collect data on employment in RE, the study relied on a survey of 32 RE compa- nies from the practitioner groups defined in Section 1.1 to collect primary data on employment in the RE industry. The information collected represents a broad range of industry stakeholders and reflects average market conditions. Information about the survey methodology, including popula- tion and sample size data, challenges in conducting the survey, and a list of survey and interview participants, is included in appendix B. ■ Step 2: Employment factor calculation Since predefined employment factors for Pakistan were not available from secondary sources, the study used a composite approach to develop country specific employment factors. Primary data from the surveys and interviews were used to calibrate a set of employment factors from research literature and develop customized employment factors for wind and solar power projects in Paki- stan.14 Similarities in regional demographic and economic profiles, for instance comparable literacy and labor productivity rates in South Asian countries, imply that the study estimates based on regional employment factors should generally be valid for Pakistan. A comparison of employment factors estimated for Pakistan in this study and global employment factors from secondary sources are presented in tables 2.1 and 2.2. 13  For a detailed description of the Employment Factor method for job assessment, see Rutovitz, Dominish, and Downes (2015). 14  Briggs et al. 2020; Rutovitz, Dominish, and Downes, 2015; NRDC and CEEW 2014b; NRDC and CEEW 2014a. 4 TABLE 2.1: RENEWABLE ENERGY EMPLOYMENT FACTORS FOR PAKISTAN (FTE JOBS/MW)15 Wind Solar PV Solar PV (Onshore) (Grid Scale) (Distributed) Manufacturing 0.2 4.4 4.4 Development and Preconstruction 1.2 0.2 5 Construction 2.5 5.5 11 Operation and Maintenance 1.2 0.8 2.1 TABLE 2.2: COMPARISON OF RENEWABLE ENERGY EMPLOYMENT FACTORS (FTE JOBS/MW) Pakistan Global (UTS)16 Global (IRENA)17 India 18 Grid-Scale Wind (Onshore) Manufacturing 0.2 0.4 0.2 — Development and preconstruction 1.2 — — 1.3 Construction 2.5 2.8 3.3 2.5 Operation and maintenance 1.2 0.2 1.7 1.2 Grid-Scale Solar PV Manufacturing 4.4 0.1 4.4 — Development and preconstruction 0.2 — — 0.12–0.53 Construction 5.5 2.3 3.9 1.16–8.43 Operation and maintenance 0.8 0.1 1.2 0.9 Distributed Solar PV Manufacturing 4.4 — — — Development and preconstruction 5.019 — — 1.0 Construction 11.0 5.8 21–38 12.23 Operation and maintenance 2.1 — — 3.5 Note: IRENA = International Renewable Energy Agency, UTS = University of Technology Sydney. ■ Step 3: Scenario selection for RE capacity projections The RE Policy 2019 and the Integrated Generation Capacity Expansion Plan (IGCEP) 2021–2030 provide two different projections for RE capacity expansion in Pakistan through 2030, leading to dissimilar outcomes for RE investments and job creation. Figure 2.1 illustrates the difference in RE capacity additions under the IGCEP and the RE Policy 2019. As illustrated, the projected RE capac- ity in the country based on the RE Policy 2019 exceeds the IGCEP forecasts by approximately 2,000 MW in 2025 and more than 4,600 MW in 2030. 15  For a detailed description of how employment factors are calculated, see Rutovitz, Dominish, and Downes (2015). 16  Briggs et al. 2020. 17  IRENA 2013. 18  NRDC and CEEW 2014b. 19  Development and preconstruction includes “sales and business development,” which is a resource intensive and time consuming job for small distributed RE. 2. Methodology 5 FIGURE 2.1: PAKISTAN RENEWABLE ENERGY CAPACITY PROJECTIONS (FY 2021–2030)20 Cumulaltive installed RE capacity (2021–2030) 20,000 18,000 16,000 14,000 12,000 MW 10,000 8,000 6,000 4,000 2,000 0 2020 2025 2030 IGCEP (2021–2030) 1,995 7,625 13,686 RE Policy 2019 1,995 9,704 18,334 Given the difference in the RE Policy 2019 and the IGCEP, and the resulting uncertainty around future RE investments, this study used a scenario framework to assess three potential pathways to expanding RE capacity in Pakistan over the next decade: — Scenario 1—Future RE investments follow the IGCEP 2021–2030 pathway: Based on annual wind and solar generation capacity additions specified in the IGCEP 2021– 2030, this scenario represents a relatively lower estimate of RE job creation compared to the RE policy. — Scenario 2A—Future RE investments follow the national RE targets in the RE Policy, 2019 (high onshore wind pathway): This scenario is based on the national RE targets in the RE Policy 2019 and models a more ambitious outlook for new RE investments. Compared to the approximately 11,600 MW of new wind, solar, and bagasse power projects planned under the IGCEP, the RE policy envisions more than 16,000 MW of non-hydro RE to be added to the national grid between 2021 and 2030. In contrast to the IGCEP, the RE policy does not specify types of RE technology for achieving the national RE targets or the expected annual addition of RE. Scenario 2A therefore explores a high onshore wind pathway to achieve the national RE targets. This pathway represents a continuation of the status quo, with wind power continuing to dominate Pakistan’s non-hydro RE mix. — Scenario 2B—Future RE investments follow the national RE targets in the RE Policy 2019 (high solar PV pathway): Consistently good solar irradiation levels across Pakistan compared to wind resources con- centrated in southern and southeastern regions of the country and falling costs of solar PV technology make it highly likely that solar photovoltaic (PV) will overtake wind power as the principal source of RE in the future. Scenarios 2B therefore models a higher proportion of solar 20 Current and projected capacity represents RE capacity on the NTDC grid only. All estimates based on forecasted generation capacity in the IGCEP (2021–2030) and the national RE targets set by the RE 2019 Policy (Alternative and Renewable Energy Policy, 2019). 6 Renewable Energy Jobs and Sector Skills Mapping for Pakistan PV relative to wind power for achieving the national RE targets. Capacity additions under this scenario are a combination of moderate onshore wind projects and a relatively higher capacity of utility scale and grid connected, distributed solar PV installations. Current installed capacity of grid scale wind and solar power projects under both scenarios is based on NEPRA’s Sate of the Industry Report 2019 and IGCEP 2021-2030.21 The use of IGCEP for capacity pro- jections means that any planned RE additions on the K-Electric grid were not included in either scenario. Although the IGCEP 2021–2030 does not include grid connected, distributed solar PV projects, given the importance of this market segment, the study model includes projections for growth in grid connected, distributed solar PV under all three scenarios. Projections for grid connected, distributed solar PV are based on the annual net-metering licenses issued by the National Electric Power Regulatory Authority (NEPRA) since 2015. Table 2.3 outlines the technology contributions assumed under each of the three RE capacity addition scenarios described above. TABLE 2.3: MODELLING ASSUMPTIONS FOR RE CAPACITY ADDITION SCENARIOS (FY 2021–2030) Wind Solar PV Solar PV Cumulative Capacity Addition (Onshore, Grid Scale) (Grid Scale) (Distributed)22 Scenario 1: IGCEP Pathway23 29% 60% 11% (3,722 MW) (7,533 MW) (1,390 MW) Scenario 2A: RE Policy Pathway 60% 31% 9% (High Onshore Wind) (9,807 MW) (5,140 MW) (1,390 MW) Scenario 2B: RE Policy Pathway 30% 58% 12% (High Solar PV) (4,902 MW) (9,454 MW) (1,983 MW) Projections for off-grid distributed solar PV capacity Since the national RE targets apply to grid connected RE only, the capacity expansion scenarios do not include current or projected increases in distributed solar PV projects that are not con- nected to the grid. Instead, the study extrapolates capacity projections for off-grid solar PV from solar panel import data between 2015 and 2019 and grid connected projects installed in the same period and reports these separately from employment created by grid connected, distributed solar projects. ■ Step 4: Employment estimates Direct Jobs: Employment factors from Step 2 and RE capacity projections from Step 3 were used in an Excel model to estimate current employment in grid connected wind and solar projects of all sizes and forecast employment in 2025 and 2030. The model applies a “decline factor” of 0.8 per- cent to wind and 4.9 percent to all solar employment factors to account for technology and labor productivity improvements as the market matures.24 21  NEPRA 2019. 22  The IGCEP 2021–2030 does not include grid connected, distributed solar PV projects; however, given the importance of this market segment, the study model includes projections for growth in grid connected, distributed solar PV under all three scenarios. 23  The IGCEP scenario in this study includes 3,722 MW of wind and 7,533 MW of solar PV but does not account for the 490 MW of bagasse power to be inducted into the NTDC system in 2024 according to the IGCEP 2021–2030. 24  For more information on the utility of “decline factors” and “regional adjustment factors,” see Rutovitz, Dominish, and Downes (2015). 2. Methodology 7 In addition, a “regional adjustment factor” was applied to the manufacturing employment factor since this value was not customized for Pakistan and instead was derived directly from research literature.25 Employment factors for all other phases of project implementation were developed specifically for Pakistan through the industry survey described in Step 1 and did not require the application of regional adjustment multipliers. The model assumes limited growth in wind man- ufacturing capacity in Pakistan starting in 2025 (sufficient to meet 10 percent of local demand in 2025 and 20 percent by 2030) under Scenario 2A only. Solar PV manufacturing capacity is assumed to meet only 2 percent of local demand at present and grows to fulfill 30 percent of local demand by 2030 under all three scenarios. Additional assumptions used in the model and modelling limitations are included in appendix C. Figure 2.2 illustrates the employment estimation methodology used in the study. FIGURE 2.2: RENEWABLE ENERGY EMPLOYMENT ESTIMATION METHODOLOGY26 MW installed per Manufacturing Regional adjustment Manufacturing ϭ year in Pakistan ϫ employment factor* ϫ multipliers for the year Development and MW installed per D&P ϭ ϫ Preconstruction (D&P) year in Pakistan employment factor* MW installed per Construction Construction ϭ ϫ year in Pakistan employment factor* Operation and Cumulative O&M ϭ ϫ maintenance (O&M) capacity employment factor* RE jobs in Pakistan ϭ Manufacturing ϩ D&P ϩ Construction ϩ O&M * Employment factors 2020 employment Decline factor ϭ ϫ during 2025 or 2030 factor since 2020 Employment in the manufacturing, development, and construction phases is temporary and mea- sured using the unit full-time equivalent (FTE) job-years (e.g., 0.5 FTE job-years per MW installed capacity).27 By contrast, jobs in the operational phase are permanent during the operating lifetime of a project and are therefore expressed as FTE jobs (e.g., 2 FTE jobs per MW installed capacity).28 Aggregate employment for a given reference year is expressed in FTE jobs by rationalizing FTE 25  IRENA 2013. 26  Figure adapted from Rutovitz, Dominish, and Downes (2015). 27  An FTE is a unit to measure employment in a way that makes it comparable across employees and industries. For example, a job that can be completed by one person in 24 weeks represents 0.5 FTE job-years when the entire work year includes 48 weeks. Conversely, a job that requires 96 weeks to complete and has to be finished within a year represents at least 2 FTE job-years. Temporary jobs are measured in FTE job-years, while ongoing or permanent jobs are measured in FTE jobs. 28  Temporary jobs represent employment in the temporary phases of the project implementation cycle, i.e., manufacturing, development, and construction. Permanent jobs represent employment in the operations and maintenance of power projects. 8 Renewable Energy Jobs and Sector Skills Mapping for Pakistan job-years over the construction time required for wind and solar projects. The model assumes a 2-year construction period for wind projects, 1 year for grid-scale solar PV and less than 1 year for distributed solar PV. Additional modelling assumptions are included in appendix D. Direct jobs created by off-grid solar are also calculated using the employment factor methodology but the expansion of off-grid solar is not included in the study scenarios described above. Instead, growth in off-grid distributed solar, and the resulting employment created, is reported separately from grid connected, distributed solar systems. This separation was necessary since the study scenarios are built around the national RE targets and the IGCEP, and applicable specifically to grid connected RE. Indirect Jobs: Research on indirect jobs in the RE sector indicates that RE investments typically increase overall RE job numbers by 70 to 100 percent. Applying a factor of 0.7, the study provides an estimate of aggregate indirect jobs created by all new RE investments, including grid connected and off-grid wind and solar projects.29 However, many of these indirect jobs are created outside of Pakistan, in countries providing inputs for RE projects. 2.2  SKILL MAPPING In Pakistan, there is currently no standardized system for classification of RE occupations or skill requirements. To develop a skill map for the local RE industry, occupation labels and skill-level informa- tion from the industry survey and interviews conducted for this study were instead combined with skill classifications from the International Renewable Energy Agency (IRENA) and others.30 2.3  SKILL SUPPLY The main purpose of this part of the study was to document current RE education and training capac- ities in the country. To identify capacities for the supply of skilled workers (degree or diploma qualifica- tion), the study team used primary research and secondary sources to compile a list of higher education institutions (HEIs) or universities currently offering RE specific courses or courses with significant RE content and conducted a survey of these institutions to collect data on course details, program enroll- ment and graduations, and industry collaboration at each participating university. A total of 21 HEIs were identified to participate in the survey through this process (see appendix E for a detailed list of uni- versities). To assess capacities for the supply of semiskilled workers (vocational qualification or on-the- job training in low to moderate skills for a range of RE relevant trades), the study sourced data from the National Vocational and Technical Training Commission (NAVTTC), Pakistan Engineering Council (PEC), and private companies surveyed for the study. 2.4  GAP ASSESSMENT The study reports on labor market challenges in the RE sector derived from the survey and interview findings. Assessment areas include frequency and types of skill shortages, reasons for skill shortages, and gender diversity. A brief description of limitations to the methodology and assessment is provided in appendix C. 29  Rutovitz and Harris 2012; Blanco and Rodrigues 2009; Tourkolias and Mirasgedis, 2011. 30  IRENA 2013; “Skill Gap Report for Solar, Wind and Small Hydro Sector” 2016. 2. Methodology 9 3.  JOBS IN RENEWABLE ENERGY The renewable energy (RE) sector in Pakistan attracted significant investment in the last decade, achieving average annual investments of US$1.7 billion in 2014 and 2015.31 However, a policy shift in 2017 slowed down the development of new RE projects considerably, causing investments to fall below US$650 million by 2019.32 More recently, an RE policy adopted in 2019 has set national RE targets for Pakistan, reviving expectations of growth of both grid-scale and distributed RE systems. Based on the RE targets defined in the RE policy 2019, this section of the report presents RE job esti- mates for 2020 (section 3.1) and employment forecasts through 2030 (section 3.2). A separate section on employment configuration describes employment distribution by project implementation phases, duration (temporary and permanent jobs), and skill requirements (skilled, semiskilled, and unskilled jobs). Unless noted otherwise, all data representations in this section are based on employment projections modelled for this study. 3.1  CURRENT JOBS IN RENEWABLE ENERGY 3.1.1 Direct jobs: The number of RE jobs in 2020 represents a period of stagnation or slow growth as fewer grid-scale projects were commissioned due to a policy shift instituted in 2017. Nonetheless, based on Pakistan’s current RE capacity and the RE projects under development, grid connected renew- ables provided 2,679 full-time equivalent (FTE) jobs, and off-grid renewables contributed an estimated 12,000 FTE jobs in 2020. Since new RE capacity added in 2020 is significantly less than the installed RE base, more than one-half of these jobs represent permanent employment in providing operation and maintenance (O&M) services to existing power projects while the rest are temporary jobs created through the project development and construction phase of new RE projects. This section provides a breakdown of RE jobs in 2020, including direct jobs in grid connected and off-grid renewables and aggre- gate indirect employment created by RE investments. ■ Grid connected projects: Based on installed RE capacity figures for FY 2020 from the National Transmission and Despatch Company (NTDC), grid connected RE is expected to provide an estimated 2,679 FTE jobs in the current year.33 At approximately 1,742 FTE, employment in wind power contributes the largest share to current jobs in this category. Table 3.1 summarizes job cre- ation in grid connected projects in 2020 by technology and employment duration. The estimated 681 temporary jobs in the period include jobs in manufacturing, project or business development, and construction, activities that will only last through the development phase of RE projects. By contrast, the 1,998 O&M jobs calculated for the year are permanent and represent delivery of O&M services to both new projects commissioned in this period and the existing stock of RE projects. 31  FS-UNEP/BNEF 2018. 32  FS-UNEP/BNEF 2020. 33  NTDC 2019. 10 ■ Off-grid projects: In Pakistan, off-grid RE projects are limited to distributed solar photovoltaic (PV) installations of relatively small capacities. Based on customs data, approximately 2,500 MW of solar panels were imported into the country between 2015 and 2019 against a grid connected, solar PV generation capacity of 430 MW commissioned in the same period.34 The balance of imports suggests a significant flow of solar PV equipment to the off-grid market, including small residential and commercial installations. Assuming imports have continued at a similar rate, adding approx- imately 600 MW to the distributed, off-grid solar PV market in 2020, the off-grid market poten- tially provided more than 12,000 FTE jobs in 2020. The total employment in off-grid renewables comprises over 5,460 permanent jobs providing O&M services and 6,600 temporary jobs in project development and construction-related activities. Table 3.1 presents a summary of both temporary and permanent direct employment provided by grid connected and off-grid RE in 2020. TABLE 3.1: DIRECT JOBS IN WIND AND SOLAR PROJECTS (FY 2020)35 Temporary Permanent Total Jobs (FTE) Direct Jobs in Grid Connected RE Wind (grid scale) 184 1,558 1742 Solar PV (grid-scale) — 344 344 Solar PV (Distributed) 497 97 594 Total jobs in grid connected RE 681 1,998 2,679 Direct Jobs in Off-Grid RE Solar PV (distributed) 6,600 5,460 12,060 Aggregate Direct Jobs in RE 7,281 7,458 14,739 Indirect jobs: Indirect jobs created by investments in RE have the potential to increase overall RE jobs by 70 to 100 percent.36 Assuming a multiplication factor of 0.7, this study estimates grid connected and off-grid RE systems deployed in 2020 will create approximately 11,152 FTE of indirect employment in the same year.37 However, many of these indirect jobs would be created outside of Pakistan in countries providing inputs for RE projects. Table 3.2 provides a breakdown of all direct and indirect RE jobs in 2020. TABLE 3.2: DIRECT AND INDIRECT JOBS IN RENEWABLE ENERGY (FY 2020) Employment Contribution (FTE) Direct Jobs Grid connected RE 2,679 Off-grid RE 12,060 Total direct jobs 14,739 Indirect Jobs Total indirect jobs 10,317 34  Alternative and Renewable Energy Policy 2019. 35  Job estimates modelled based on planned RE capacity additions for FY 2020 in NEPRA (2019). 36  Rutovitz and Harris 2012; Blanco and Rodrigues 2009; Tourkolias and Mirasgedis 2011. 37  Indirect jobs include employment in upstream supply chain companies and ancillary service providers (e.g., financing companies, metering and software service, training, human resource service providers and research, and advocacy groups, etc.). 3.  Jobs in Renewable Energy 11 3.2  JOB PROJECTIONS TO 2025 AND 2030 Scenario 1—The IGCEP 2021–2030 Pathway Direct jobs: To estimate the installed capacity of grid connected wind and solar PV and the resulting direct employment in RE between 2021 and 2030 under this scenario, the study model used RE and overall capacity expansion data provided in the Integrated Generation Capacity Expansion Plant (IGCEP) 2021–2030. ■ Grid-connected projects: The RE expansion projections in the IGCEP would increase the country’s 2,247 MW of existing non-hydro RE capacity to approximately 6,062 MW by 2025 and 13,690 MW by 2030. The employment forecasts modelled in the study reflect a commensurate rise in RE jobs through 2030. Following the IGCEP pathway, new investments in approximately 3,722 MW of grid-scale wind projects and 7,533 MW of solar PV projects have the potential to provide over 105,000 direct jobs by 2030.38 Although most jobs would be temporary (lasting through the proj- ect implementation period), wind and solar projects will provide more than 9,000 permanent jobs during the period. Table 3.3 provides an overview of temporary and permanent jobs created by grid connected RE under the IGCEP scenario. Although the IGCEP does not include projections for grid connected, distributed solar PV installations, there were nearly 30 MW of grid-tied distributed solar PV sys- tems in Pakistan by 2020. Supported by a generous net metering scheme since 2015 and a sharp rise in electricity tariffs over the past few years, this segment of the RE market is growing rapidly and considered too significant to exclude from the study. The total employment estimates for this scenario (provided in table 3.3) therefore include an estimate of jobs created by grid connected, distributed solar PV projects in addition to the larger projects envisioned under the IGCEP. TABLE 3.3: SCENARIO 1—PROJECTIONS FOR DIRECT JOBS IN GRID CONNECTED RENEWABLE ENERGY PROJECTS (FY 2021–2030) 2021–2025 2026–2030 2021–2030 Temporary (FTE jobs) 37,620 58,662 96,282 Permanent (FTE jobs) 5,121 4,119 9,240 Total direct jobs (FTE jobs) 42,741 62,781 105,521 ■ Off-grid projects: The estimate for direct jobs created by off-grid solar PV installations is based on solar panel imports to Pakistan between 2015 and 2019; approximately 500 MW of solar pan- els were imported into the country annually during this period, of which nearly 80 percent were deployed in the off-grid market.39 Assuming solar panel imports will continue at the current pace, the study projects at least 600 MW of new off-grid systems, including micro-grids and small solar home systems (SHS) will be added each year between 2021 and 2030. During the 10-year study period, a cumulative off-grid solar PV capacity addition of 6,000 MW will provide over 56,000 FTE of employment. Approximately 50,500 of all jobs in off-grid solar PV projects will provide tempo- rary employment, while the remaining jobs will be permanent employment in O&M services. 38  The IGCEP includes 490 MW of projected RE capacity from bagasse power projects to be inducted in 2024. Since the scope of this study is limited to wind and solar PV technology, jobs created by any bagasse investments under IGCEP are not included in the study estimates. 39  Alternative and Renewable Energy Policy 2019. 12 Renewable Energy Jobs and Sector Skills Mapping for Pakistan Indirect jobs: Under Scenario 1, the RE industry could create an estimated 113,000 indirect jobs between 2021 and 2030 against the direct jobs projected for the same period. Scenario 2A—The RE Policy Pathway (High Wind) Direct jobs: This scenario follows the RE Policy 2019 pathway and reflects a continuation of the status quo; the model assumes most new investments in RE through 2030 will be made in grid-scale, wind power projects. To estimate jobs in RE created under the RE Policy 2019 (high-wind) pathway, the study model applied the national RE targets defined in the RE Policy 2019 to total installed capacity projec- tions for 2025 and 2030 in the IGCEP 2021–2030. Since the RE projections implied by the RE policy are higher than the RE projections in the IGCEP, jobs created in the RE sector under this scenario are com- paratively higher than in Scenario 1. A detailed breakdown of the technology contributions (wind vs. solar PV) under this scenario are provided in section 2.1 above. ■ Grid connected projects: The national mandate set by the RE Policy 2019 could bring about rapid growth in grid connected RE capacity over the next decade, increasing the country’s 2,247 MW of existing RE capacity to approximately 9,704 MW by 2025 and 18,334 MW by 2030. The employ- ment forecasts modelled in the study reflect a commensurate rise in RE jobs through 2030. Under this scenario, the RE industry has the potential to provide over 117,832 direct jobs from invest- ments in grid connected wind and solar PV projects installed by 2030. Although most jobs would be temporary (lasting through the project implementation period), the industry will provide nearly 15,000 permanent jobs by 2030. Table 3.4 provides an overview of temporary and permanent jobs created by grid connected RE under this scenario. TABLE 3.4: SCENARIO 2A—PROJECTIONS FOR DIRECT JOBS IN GRID CONNECTED RENEWABLE ENERGY PROJECTS (FY 2021–2030) 2021–2025 2026–2030 2021–2030 Temporary (FTE jobs) 41,558 61,454 103,012 Permanent (FTE jobs) 6,646 8,173 14,819 Total direct jobs (FTE jobs) 48,204 69,627 117,832 ■ Off-grid projects: Investment in off-grid projects are assumed to continue at the same pace under all three scenarios. During the 10-year study period, a cumulative off-grid solar PV capacity addi- tion of 6,000 MW will provide over 56,000 FTE of employment. Indirect jobs: The RE industry could create an estimated 121,000 indirect jobs between 2021 and 2030 under this scenario. Scenario 2B—The RE Policy Pathway (High Solar PV) Direct jobs: This scenario is an iteration of Scenario 2A above. However, in Scenario 2B, grid-connected solar PV systems make a higher contribution to RE capacity addition in comparison to wind power proj- ects (a detailed breakdown of technology contributions under this scenario are provided in section 2.1 above). ■ Grid connected projects: Since this pathway models higher levels of solar PV (associated with higher, aggregate employment factors) compared to Scenarios 1 and 2A, job creation under Scenario 2B 3.  Jobs in Renewable Energy 13 results in the highest level of employment creation of all three scenarios considered. Scenario 2B provides more than 140,000 RE jobs through 2030, of which more than 12,000 represent perma- nent employment in O&M jobs. Table 3.5 provides an overview of temporary and permanent jobs created by grid connected RE under Scenario 2B. TABLE 3.5: SCENARIO 2B—PROJECTIONS FOR DIRECT JOBS IN GRID CONNECTED RENEWABLE ENERGY PROJECTS (FY 2021–2030) 2021–2025 2026–2030 2021–2030 Temporary (FTE jobs) 48,343 79,723 128,066 Permanent (FTE jobs) 5,834 6,394 12,229 Total direct jobs (FTE jobs) 54,177 86,118 140,295 ■ Off-grid projects: Investment in off-grid projects are assumed to continue at the same pace under all three scenarios. During the 10-year study period, a cumulative off-grid solar PV capacity addi- tion of 6,000 MW will provide over 56,000 FTE of employment. Indirect jobs: The RE industry could create an estimated 137,000 indirect jobs between 2021 and 2030 under this scenario. Figure 3.1 and table 3.6 provide a comparison of temporary and permanent direct employment under each of the three study scenarios.40 FIGURE 3.1: CUMULATIVE DIRECT EMPLOYMENT IN GRID CONNECTED RE IN PAKISTAN (FY 2021–2030) 160,000 140,000 120,000 100,000 Jobs (FTE) 80,000 60,000 40,000 20,000 0 2020 2025 2030 Scenario 1—IGCEP 2021–2030 Scenario 2A—RE Policy 2019 (high wind) Scenario 2B—RE Policy 2019 (high solar PV) 40  Annual projections for temporary jobs, representing jobs in manufacturing, project development, and construction, are created temporarily over a project implementation period (assumed in the model to be two years for onshore wind and one year or less for solar PV). In contrast, O&M jobs are permanent through the life of the project and therefore accumulate from year to year. 14 Renewable Energy Jobs and Sector Skills Mapping for Pakistan TABLE 3.6: CUMULATIVE DIRECT EMPLOYMENT IN GRID CONNECTED RENEWABLE ENERGY PROJECTS (FY 2021–2030) Scenario 2A—RE Policy Scenario 2B—RE Policy Scenario 1—IGCEP 2019 2019 2021–2030 (High Wind Pathway) (High Solar PV Pathway) Temporary (FTE jobs)41 2021–2025 37,620 41,558 48,343 2026–2030 58,662 61,454 79,723 2021–2030 96,282 103,012 128,066 Permanent (FTE jobs) 2021–2025 5,121 6,646 5,834 2026–2030 4,119 8,173 6,394 2021–2030 9,240 14,819 12,229 Total (temporary and permanent FTE jobs) 2021–2025 42,741 48,204 54,177 2026–2030 62,781 69,627 86,118 2021–2030 105,521 117,832 140,295 Note: Details on scenarios are provided in table 2.3. Given the high aggregate employment factor associated with distributed solar PV installations, Sce- nario 2B generates the most employment in the 10-year study period, providing 140,295 FTE jobs by 2030. Table 3.7 provides an overview of aggregate direct and indirect employment created between 2021 and 2030 under all three scenarios. TABLE 3.7: PROJECTIONS FOR DIRECT AND INDIRECT JOBS CREATED BY RENEWABLE ENERGY INVESTMENTS (2021–2030) Employment projections (FTE jobs) Scenario 1—IGCEP Scenario 2A—RE Policy 2019 Scenario 2B—RE Policy 2019 Types of Jobs 2021–2030 (high wind pathway) (high solar PV pathway) Direct Jobs Grid connected RE 105,521 117,832 140,295 Off-grid RE 56,056 56,056 56,056 Total direct jobs 161,577 173,888 196,351 Indirect Jobs Total indirect jobs 113,104 121,722 137,446 41  By definition, temporary jobs last only through the construction phase of the RE projects and are measured in FTE job-years. The study model rationalizes employment created by solar and wind projects over an assumed construction period (one year or less for solar and two years for wind) and reports annual temporary job creation in FTE jobs. Based on this reporting methodology, the temporary jobs reported in table 3.3 for Scenario 1 therefore translate into 96,282 jobs, each of which lasts only one year (for solar PV projects) or two years (for wind projects). Alternatively, temporary jobs could also be rationalized over the 10-year study period and the temporary employment figure reported as 9,628 jobs lasting for ten years. However, the former representation is standard in employment research and hence used for data reporting in this study. 3.  Jobs in Renewable Energy 15 3.3  EMPLOYMENT CONFIGURATION The number of RE jobs in the given period varies considerably based on the value chain stage. In Sce- nario 2A (high wind pathway), RE projects generate the most jobs from O&M owing to the high aggre- gate O&M employment factor associated with wind power projects. Scenario 2B, however, results in the highest number of construction and manufacturing jobs due to the high employment factor assigned to solar PV manufacturing and construction.42 Manufacturing jobs are especially high in Scenario 2B, where solar PV installations are assumed to make up at least 70 percent of the new RE capacity com- missioned, and at least 30 percent of solar PV panels are sourced from local manufacturers by 2030. Figures 3.2 to 3.4 illustrate RE jobs in wind and solar PV projects during each stage of the value chain under the three study scenarios. FIGURE 3.2: CUMULATIVE EMPLOYMENT BY VALUE-CHAIN STAGE IN GRID CONNECTED RENEWABLE ENERGY PROJECTS (FY 2021–2030) 70,000 60,000 50,000 FTE jobs 40,000 30,000 20,000 10,000 0 Manufacturing Development Construction Operation and maintenance Scenario 1—IGCEP 2021–2030 Scenario 2A—RE Policy 2019 (high wind) Scenario 2B—RE Policy 2019 (high solar) 3.4  EMPLOYMENT BY JOB DURATION Scenario 2B (high solar PV pathway) creates approximately 128,000 FTE of temporary employment, the highest number of temporary jobs under the three study scenarios. Given the relatively high O&M factor assigned in the study model to wind power projects, permanent employment creation is highest in Scenario 2A (high wind pathway) at approximately 14,800 FTE. A lower number of temporary jobs are forecasted for 2021–2025 compared to 2026–2030 since the model assumes a slower commissioning of grid-scale projects in the first few years of the policy term, allowing a ramping up period for larger investments. Figures 3.3 and 3.4 illustrate the difference in tem- porary and permanent jobs created under all three scenarios. 42  Solar PV panel manufacturing and construction of solar PV power projects typically require more work hours per MW than manufacturing of wind power components and the implementation of wind projects. In addition, distributed solar PV projects also require more work hours for business development or sales per MW in comparison to grid-scale wind power projects. 16 Renewable Energy Jobs and Sector Skills Mapping for Pakistan FIGURE 3.3: PROJECTIONS FOR TEMPORARY DIRECT JOBS IN GRID CONNECTED PROJECTS (2021–2030) 2026–2030 2021–2025 0 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000 90,000 2021–2025 2026–2030 Scenario 1—IGCEP 2021–2030 37,620 58,662 Scenario 2A—RE Policy 2019 (high wind) 41,558 61,454 Scenario 2B—RE Policy 2019 (high solar PV) 48,343 79,723 FIGURE 3.4: PROJECTIONS FOR PERMANENT DIRECT JOBS IN GRID CONNECTED PROJECTS (2021–2030) 2026–2030 2021–2025 0 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 2021–2025 2026–2030 Scenario 1—IGCEP 2021–2030 5,121 4,119 Scenario 2A—RE Policy 2019 (high wind) 6,646 8,173 Scenario 2B—RE Policy 2019 (high solar PV) 5,834 6,394 3.5  EMPLOYMENT BY SKILL REQUIREMENTS The demand for semiskilled workers (requiring vocational skills) and unskilled workers is projected to be higher than the demand for skilled workers (requiring a degree or diploma qualification) in all three scenarios.43 This follows from the relatively high number of technicians, machine operators, drivers, and laborers needed through the construction phase of both wind and solar PV projects. Scenario 2B (high solar PV pathway) generates the most semiskilled and unskilled jobs (over 42,600 between 2021–2025 and 64,800 FTE between 2026–2030) owing to the relatively high construction employment factor of distributed solar projects. Since distributed solar PV companies, especially small rooftop installers, rely on a high number of business development staff for sales, Scenario 2B also cre- ates a higher demand for skilled workers (approximately 32,800 FTE between 2021–2030) compared to the other two scenarios. Figure 3.5 illustrates the skill distribution under all three scenarios. 43  Estimates of the distribution of skilled and unskilled labor in solar PV and onshore wind projects are based on NRDC and CEEW, 2014a, 2014b. 3.  Jobs in Renewable Energy 17 FIGURE 3.5: RENEWABLE ENERGY JOB PROJECTIONS DISAGGREGATED BY SKILL LEVEL (2021–2030) 120,000 100,000 80,000 60,000 Jobs (FTE) 40,000 20,000 0 Skilled Semiskilled Skilled Semiskilled Skilled Semiskilled and unskilled and unskilled and unskilled Scenario 1—IGCEP 2021–2030 Scenario 2A—RE Policy 2019 Scenario 2B—RE Policy 2019 (high wind) (high solar PV) 2026–2030 15,094 47,687 16,402 53,226 21,245 64,873 2021–2025 9,024 33,716 9,974 38,231 11,564 42,614 Note: FTE = full-time equivalent. 3.6  SKILL PROFILE OF RENEWABLE ENERGY JOBS Local RE companies have gained significant project development and implementation experience since the commissioning of the first RE projects in the country, but reliance on foreign equipment and exper- tise is still high. A comparative assessment of occupational roles in local companies and occupational profiles in developed RE markets suggests local RE firms are hiring against nearly all core occupations typical in developed markets. The only areas lagging are in peripheral occupations such as public rela- tions, lobbying and public liaison, outreach, and so forth. The convergence of occupational roles and skill levels is attributed to the technology intensiveness of the RE industry and a general reliance in Pakistan on imported equipment and foreign engineering, procurement, and construction (EPC) and O&M service providers. While occupational roles in RE require a mix of skilled workers (degree or diploma qualification), semi- skilled workers (vocational qualification), and unskilled labor, the RE workforce mostly comprises semi- skilled workers with moderate or low vocational skills, and unskilled workers. The assessment identified a diverse range of occupations in the project development, construction, and O&M phases of wind and solar PV projects. Table 3.9 maps RE occupations identified in Pakistan against skill requirements reported by the survey participants. Occupations in grid-scale and distributed solar are combined under a single heading. The skill-level requirements for each occupation group were identified separately through a numeric coding system based on Pakistan’s National Vocational Qualification Framework (NVQF).44 Skill levels and their associated qualifications defined in the NVQF are provided in table 3.8. 44  National Vocational Qualification Framework (Version 2)—NVQF 2017. 18 Renewable Energy Jobs and Sector Skills Mapping for Pakistan TABLE 3.8: SKILL LEVELS DEFINED IN THE NATIONAL VOCATIONAL QUALIFICATION FRAMEWORK Skill Level Qualification Level 8 Doctorate Level 7 Master’s degree Level 6 Bachelor’s degree Level 5 Diploma Level 4 National Vocational Certificate (L4) Level 3 National Vocational Certificate (L3) Level 2 National Vocational Certificate (L2) Level 1 National Vocational Certificate (L1) TABLE 3.9: OCCUPATION AND SKILL MAP FOR THE RENEWABLE ENERGY INDUSTRY IN PAKISTAN Wind Solar Project Development Common Occupations Project designs (engineers) Resource assessment specialists and site evaluators Market analysts Archaeologists Economic/financial/risk specialists Land development advisers Atmospheric scientists and meterologists Land use negotiators Levels 6–7 Geographers and social impact specialists lawyers Lobbyists Sustainability specialists (natural resource/ Mediators environmental planners, social scientists, cultural Public relations officers consultants) Financial specialists Planners (permit monitoring, amendment, Communications specialists application) Levels 5–6 Enivornmental Impacts Assessment (EIA) Procurement professionals specialists Construction and Installation Common Occupations Operation head Quality Assurance (QA) engineer Project head Grid engineer Project manager Structural design engineer Business development manager (sales manager) Measurement and control engineer Levels 6–7 Design engineers Project designers and manager Operation and maintenance (O&M) manager Business development associates Operation and maintenance (O&M) engineer Commissioning engineers (electrical) Health and Safety Executive (HSE) engineer Logistics specialists Wind resource assessment manager System designers (electrical/mechanical/structural engineers) Levels 5–6 Software engineers Site supervisor Business development associates Procurement manager Construction professionals Project and installation evaluators (continues) 3.  Jobs in Renewable Energy 19 TABLE 3.9: CONTINUED Wind Solar Construction equipment operators Power line technicians Photovoltaic maintenance specialists (electricians specializing in solar) Level 3 Solar installer or roofer (civil) Solar installer (electrical) Solar technician Welders Pipe fitters Levels 1–2 Drivers Construction equipment operators Operation and Maintenance Common Occupations Mechatronics technicians Levels 3–5 Operations and maintenance specialists Field electricians Power line technicians Inspectors Technicians (civil, mechanical, electrical) Construction workers Construction electrician Quality control inspectors Level 3 Power line technicians Instrumentation and control technicians Windsmith/millwright/mechanical technicians or fitter/wind service Maintenance specialists (electrician specializing Operations and maintenance specialists in solar) Power line technicians Wind service mechatronics Level 1 Levels 1–2 Solar technician helpers Transportation workers 20 Renewable Energy Jobs and Sector Skills Mapping for Pakistan RENEWABLE ENERGY SKILLS 4.  DELIVERY Pakistan’s renewable energy (RE) labor market has advanced considerably in the past decade. Consistent with skill progression in advanced RE markets, the local workforce has developed technical and mana- gerial competencies to plan, install, and maintain wind and solar PV projects in large and small config- urations. Skill development has come about through a mix of formal education and training, up-skilling, on-the-job training and international recruiting. For many skilled occupations, existing workers have updated their skills through short-term training offered by RE companies or private training institutes. The demand for technology or application dependent skills has also created an emerging category of RE specific degrees at colleges and universities, collectively labeled higher education institutions (HEIs) in Pakistan, and vocational courses offered through the regulated technical and vocational education and training (TVET) system. This section of the report highlights the current capacities of Pakistan’s HEI and TVET delivery infra- structure to meet the current and future skill demands of the RE industry. It begins with an overview of the education and training infrastructure in section 4.1, followed by a detailed description of the pro- grams offered by HEI and TVET institutes to develop RE competencies. 4.1  THE RENEWABLE ENERGY SKILL DELIVERY SYSTEM Skills and competencies relevant to RE are delivered through a composite system of HEIs providing undergraduate and graduate degrees, and TVET institutions offering technical diplomas and vocational certifications. HEIs are degree awarding institutions regulated by the Higher Education Commission (HEC). Institutions offering technical degrees also require accreditation from a trade council such as the Pakistan Engineering Council (PEC), which provides accreditation to colleges and universities offering engineering programs. In addition to regulating higher education institutions, HEC is also responsible for developing, reviewing, and revising curricula. The government initiated a comprehensive TVET sector reform program in 2011 to improve the gover- nance of the skills training delivery system, standardize technical and vocational education, and enhance the quality of and access to service provision. In the reorganized institutional arrangement, the National Vocational and Technical Training Commission (NAVTTC), a federal agency, was given the responsibil- ity to provide policy guidelines and direct the implementation of the National Vocational Qualification Framework (NVQF) at the national level.45 While most of the planning and training implementation in the TVET sector falls within the purview of the provincial governments, the NVQF serves as the overarching framework for training content design, delivery, and assessment.46 45  NAVTTC is an autonomous public sector body created through the NAVTTC Act—2011, presently working under the Ministry of Federal Education and Professional Training. 46  Shah and Khan 2017. 21 Pakistan’s national TVET policy, the National Skills Strategy for All (2018), institutes demand-driven, competency based training (CBT) and recognizes the role of industry in both the design and the deliv- ery of TVET. Key reforms introduced in the policy include the overhauling the apprenticeship system, encouraging entrepreneurship, integrating informal economy workers into the formal sector, scaling up the NVQF to all jurisdictions in the country, and registering and accrediting TVET institutions. The policy however has not been implemented nationwide, resulting in two parallel systems of TVET qualifications: the legacy “traditional” qualification system and the new NVQF-based National Vocational Qualifica- tions (NVQs).47 4.2  SUPPLY OF SKILLED AND SEMISKILLED WORKERS In Pakistan, the supply of skilled workers (degree or diploma qualification) relies on HEI for degree courses and technology colleges operating under the TVET system for technical diplomas. Vocational institutes regulated under TVET provide the bulk of training to semiskilled workers (vocational qualification). There are 209 accredited HEIs and 3,740 TVET institutions in the country, of which only 10.0 percent of HEIs and 4.5 percent of TVET institutions offer one or more qualifications that include RE as a major com- ponent. These qualifications include undergraduate and postgraduate degrees and vocational certifi- cations but no specialized diplomas relevant to RE. Tables 4.1 and 4.2 include data on the registered or accredited HEI and TVET institutions in the country and institutions providing RE-related education or training. TABLE 4.1: ACCREDITED HEI AND TVET INSTITUTIONS IN PAKISTAN (2020)48 Ownership HEI TVET Public Sector 130 1,640 Private Sector 79 2,100 Total Institutional Base 209 3,740 TABLE 4.2: INSTITUTIONS IN PAKISTAN OFFERING PROGRAMS WITH RENEWABLE ENERGY CONTENT (2020)49 Institutions Offering Programs Percent of Total Institution Type with RE Content Institutional Base HEI 21 10.0 TVET (traditional + NVQ) 161 4.3 4.2.1  Supply of Skilled Workers Universities in Pakistan offer eight different engineering and nonengineering courses of study that include RE as a major component. These courses include the following engineering and nonengineering programs: 47  ILO 2019. 48 NAVTTC. 49 NAVTTC. 22 Renewable Energy Jobs and Sector Skills Mapping for Pakistan Engineering programs: ■ Renewable Energy Engineering ■ Energy Engineering or Energy Systems Engineering ■ Smart Energy Systems ■ Energy & Environment Engineering ■ Electrical Engineering (with a specialization in Power Engineering) Nonengineering programs: ■ Renewable Energy ■ Energy Engineering Technology ■ Energy & Environment Most available courses provide postgraduate specialization; universities offer 9 undergraduate courses in RE compared to 27 postgraduate courses. Table 4.3 provides a breakdown of RE-related courses offered by HEIs in Pakistan and the number of institutions offering these programs. The details on HEIs offering specialized courses in RE or courses with significant RE content and enrollment and graduation data for these institutions is included in appendix D. TABLE 4.3: RENEWABLE ENERGY–RELATED COURSES AT UNIVERSITIES IN PAKISTAN (2020)50 Number of HEIs Offering RE Degrees Types of Degrees Bachelors Masters Doctorate Engineering Degrees RE specific None 4 1 Significant RE content 6 15 7 Nonengineering Degrees RE specific 1 None None Significant RE content 2 None None Total Programs Offered 9 19 8 Specialized curricula in RE have been introduced at the university level in Pakistan relatively recently. The courses offered include a nonengineering, undergraduate degree in Renewable Energy and under- graduate and postgraduate degrees in Renewal Energy Engineering. Local universities offering these courses are listed below. Renewable Energy Engineering ■ NED University of Engineering & Technology: M.Sc. and Ph.D. Renewable Energy Engineering (launched in 2016). ■ Sukkur Institute of Business Administration: B.Sc. and M.Sc. in Renewable Energy Engineer- ing (launched in 2015). The bachelor’s course was discontinued after one year due to a lack of enrollment. 50  Data compiled from a survey of HEIs conducted through the course of the study. 4.  Renewable Energy Skills Delivery 23 ■ University of Engineering & Technology Lahore: M.Sc in Renewable Energy Engineering (launched in 2019). ■ NWFP University of Engineering & Technology, Peshawar: M.Sc and Ph.D. in Renewable Energy Engineering (launched in 2019). Renewable Energy ■ University of Balochistan: B.Sc. (launched in 2017). Capacity, enrollment, and graduations In Pakistan, university courses with specialized RE curricula or significant RE content have a combined capacity to host 1,224 students in each academic year; however, capacity utilization has been consis- tently low since RE relevant programs were introduced at the degree level. In the past five years, the maximum annual enrollment in these courses was only 594 students in 2019. Although the 2019 enroll- ment figure represents a 20 percent increase over 2018, capacity utilization during this year was only 46 percent of the available course capacity. A total of 2,110 students have graduated from specialized RE courses and courses with RE content during the five years between 2015 and 2019. Female students constituted approximately 20 percent of all graduates in this period.51 Renewable Energy Engineering, the only RE specific engineering course, is offered by four universities with a combined enrollment capacity of 204 students at the postgraduate level. The maximum enroll- ment in Renewable Energy Engineering was 62 students in 2017, utilizing only 31 percent of the available enrollment capacity. The capacity utilization for the RE specific engineering courses is therefore lower than engineering programs with RE content, indicating a lower demand for RE specific engineering pro- grams compared to more general curricula with some RE content. A total of 134 students have earned postgraduate degrees in Renewable Energy Engineering since the first RE specific program launch in 2016 of which only 8 percent were female graduates. Detailed information on program capacity, enroll- ment, and graduation data for RE-related programs is included in appendix E.52 Collaboration with the private sector The universities surveyed for this study reported a substantial level of collaboration with public and pri- vate industry and public sector institutions involved in the governance of the power sector. The types of collaboration reported included internships for students, site visits for practical learning, and research projects sponsored by RE companies. Appendix D provides details on industry collaborations reported by individual universities. 4.2.2  Supply of Semiskilled Workers The national TVET system described in section 4.1 provides training for medium- and low-skilled workers collectively labeled the semiskilled category. This section describes the RE-related courses available to semiskilled workers through the regulated TVET system. Vocational certification for RE skills Although the TVET policy mandates national adoption of the NVQF, there are currently two parallel qual- ification and certification systems operational in Pakistan’s TVET institutions: the legacy “traditional” certification and the NVQ certification introduced under the NVQF (following TVET sector reforms in 51  Data derived from a survey of HEIs conducted for this study. 52  Data derived from a survey of HEIs conducted for this study. 24 Renewable Energy Jobs and Sector Skills Mapping for Pakistan 2011). Traditional certifications are expected to be phased out eventually as the NVQF is extended to all jurisdictions across the country. At present, only 175 TVET institutions, representing 4 percent of the accredited or registered TVET institution base, offer specialized RE certifications through the traditional or NVQ certification system. Figure 4.1 illustrates the current distribution of traditional and NVQ RE certifications. FIGURE 4.1: DISTRIBUTION OF SPECIALIZED VOCATIONAL CERTIFICATION IN RENEWABLE ENERGY (2020)53 24% 76% NVQ Traditional Although the types of RE courses provided through the traditional and NVQ systems are similar, the NVQ certifications provide for Competency Based Training and Assessment (CBTA) delivered through three modes: training at registered or accredited TVET institutions, recognition of prior learning (RPL), and workplace-based training or apprenticeship. In contrast, traditional TVET certification is only earned by attending a registered TVET institution. Table 4.4 provides a summary of RE vocational courses avail- able in Pakistan through the accredited TVET system. Vocational training options in RE trades through both traditional and NVQ systems are currently limited to an RE specialization for electricians. TABLE 4.4: RENEWABLE ENERGY VOCATIONAL COURSES—CERTIFICATIONS AVAILABLE THROUGH THE TVET SYSTEM (2020)54 Qualification Mode Vocational Certification for Technicians NVQ Qualification • Electrical Technology (building electrician) Solar PV System Technician; Levels 1 to 3 Traditional Qualification • Solar System for Power Generation • Solar, Wind & UPS System Assembly Figures 4.2 and 4.3 illustrate the total number of certified RE technicians produced by the TVET sector between 2015 and 2019 (traditional and NVQ) and enrollments versus certification in the NVQ courses during the same period. 53  Author’s representation based on data provided by NAVTTC. 54  NAVTTC (courses specific to wind and solar RE technologies only). 4.  Renewable Energy Skills Delivery 25 FIGURE 4.2: TVET CERTIFICATIONS AWARDED IN RENEWABLE ENERGY TRADES THROUGH TRADITIONAL AND NVQ SYSTEMS (2015–2019)55 Islamabad Capital Territory Former FATA Balochistan Khyber Pakhtunkhwa Sindh Punjab 0 500 1,000 1,500 2,000 2015 2016 2017 2018 2019 FIGURE 4.3: SOLAR SYSTEM TECHNICIAN TRAINING IN NVC LEVELS 1 TO 3—ENROLLMENT AND CERTIFICATION THROUGH NVQ (2016–2020)56 Islamabad Capital Territory Sindh Punjab Khyber Pukhtunkhwa Balochistan 0 500 1,000 1,500 2,000 Certification Enrollment Hunermand Pakistan To meet the demand for skilled workers in priority sectors, the government periodically runs short-term, nationwide skill training programs to supplement regular training at TVET institutions. The most recent such program is called Hunermand Pakistan. RE relevant qualifications provided through Hunermand Pakistan include all three certifications in table 4.4. The program has produced 410 certified technicians since its launch in 2019.57 55  NAVTTC (courses specific to wind and solar RE technologies only). 56 NAVTTC. 57 NAVTTC. 26 Renewable Energy Jobs and Sector Skills Mapping for Pakistan Private sector collaboration Sector skills councils for priority sectors including energy, have been set up by NAVTTC to engage the private sector and receive input from industries on skill demands and course design. Industry engage- ment is also expected to facilitate the workplace-based training or an apprenticeship component of the NVQF. Private sector training initiatives Several RE companies and training institutions in the private sector are providing short-term training, at various skill levels, outside the TVET system. Private training institutions that are not registered TVET providers specialize in intensive programs (typically running for less than a week) focused on a particu- lar commercial or technical aspect of RE (for instance a three-day Net Metering Training, teaching the basics of net-metering regulations and interconnection with the grid, or a five-day training for solar PV sales). Qualification prerequisites for these trainings vary depending on the course content; however, a bachelor’s degree is required in most cases. Independent power producers (IPPs) and solar installers also conduct training courses through dedicated facilitates. One of the largest such programs is operated by FFC Energy at the state-of-the-art FFCEL Technical Training Center. To meet internationally recognized training standards, FFCEL is collaborating with the Turkish company MIRA to achieve accreditation as a technical training center (TTC) for basic technical training (BTT) and basic safety training (BST) compliant with the Global Wind Organization (GWO) training standards. 4.3  GEOGRAPHIC DISTRIBUTION OF EDUCATION AND TRAINING FACILITIES The World Bank has recently completed an assessment of the most feasible locations for developing solar and wind power plants in Pakistan, taking into account the resource potential of various regions in the country, physical constraints to RE expansion, environmental and social restrictions, and existing infrastructure.58 The results of the study pinpoint specific locations suitable for near-term development based on existing substation capacity and identify new locations that need to be developed in the longer term to meet the government’s RE targets. Based on the findings of the study, the provinces of Balo­ chistan and Sindh present the best feasibility for locating grid-scale wind and solar PV projects both in the short term and projected to 2030. In comparison, Southern Punjab and Khyber Pakhtunkhwa have relatively few sites that are suitable for developing grid-scale wind or solar PV projects. Although Sindh and Balochistan have the potential to accommodate more than 10,000 MW each by 2030, there are relatively few universities or training institutions offering RE relevant courses in the two provinces. In contrast, Punjab and Khyber Pakhtunkhwa have relatively large RE training programs despite a modest capacity to host grid-scale RE projects. Punjab also has the highest number of HEIs or universities that offer RE relevant degree programs, while Balochistan has the least. 58  World Bank 2021. 4.  Renewable Energy Skills Delivery 27 The disparity in RE location potential and education and training capacities becomes even more evident considering the disaggregated data on vocational training systems presented in table 4.5. The NVQ cer- tification and the associated CBT methodology is better aligned with RE employer needs and recognized to be more effective than traditional vocational training programs. However, only Khyber Pakhtunkhwa has made notable progress in converting traditional RE courses to the NVQ system. Vocational training for RE in other province jurisdictions is dominated by traditional courses, with Sindh and Balochistan offering almost no NVQ-based training for RE skills. TABLE 4.5: LOCATION POTENTIAL AND AVAILABLE CAPACITY FOR RE SKILLS DEVELOPMENT IN PAKISTAN (2020)59 Universities RE Location Offering RE Training Institutes Offering RE Location Potential (MW)60 Relevant Courses Relevant Courses Traditional NVQ Total Balochistan 10,196 1 13  1 14 Khyber Pakhtunkhwa    280 2 25 25 50 Punjab   3,290 8 57 13 70 Sindh 10,035 5 27  0 27 Note: NVQ = national vocational qualification. Nonetheless, it is important to note that given appropriate government support, provincial TVET insti- tutions can implement a rapid conversion from traditional vocational RE courses to the NVQ system. In addition, Sindh and Balochistan have sufficient TVET infrastructure in place to significantly expand RE vocational programs to a level that can meet the anticipated demand for semiskilled RE workers in these provinces. As illustrated in figure 4.4., currently only 4 percent of TVET institutes in Sindh and 9 percent in Balochistan offer RE relevant courses. 59  Unless noted otherwise, all data provided in the report were gathered from primary and secondary sources for the purpose of this assessment. 60  World Bank 2021. 28 Renewable Energy Jobs and Sector Skills Mapping for Pakistan FIGURE 4.4: GENERAL AND RE SPECIFIC TVET CAPACITY IN PAKISTAN (2020) 14 Balochistan 151 50 Khyber Pukhtunkhwa 773 70 Punjab 1,672 27 Sindh 717 Federal Capital 118 0 500 1,000 1,500 2,000 TVET institutions offering RE courses TVET institutions In Punjab, Khyber Pakhtunkhwa, and the federal capital of Islamabad, distributed solar PV systems, such as rooftop residential and commercial installations, will continue to generate moderate demand for skilled and semiskilled RE workers. The current RE degree and vocational training capacity in these regions appears to be sufficient to serve the distributed solar PV market and should be monitored care- fully to ensure that the supply of workers does not exceed demand. In contrast, regional capacities for RE-related degrees and vocational training in Sindh and Balochistan lag far behind the RE potential of these provinces and must be improved to maximize the employment benefits of future RE investments for the local populations. 4.  Renewable Energy Skills Delivery 29 5. LABOR MARKET CHARACTERISTICS The labor market for renewables closely follows the renewable (RE) policy direction in a country. In Paki- stan, a sudden policy shift for grid-scale RE in 2017 led to a considerable slowdown in new RE invest- ments and decreased the local industry’s demand for skilled workers. Supported by a net-metering scheme and the low levelized cost of electricity (LCOE) of solar photovoltaic (PV) installations, invest- ments in distributed solar have, however, continued to increase. As a result, the most recent demand for skilled and semiskilled RE workers has come from the distributed solar PV segment. This section of the study reports on the recruitment and training experiences of a cross-section of RE companies in Pakistan compiled through an industry survey and interviews (see appendix B for the sur- vey methodology and list of participants). The research findings were used to identify important work- force trends, highlight skill gaps, and establish the causes of skill shortages in the RE industry. 5.1  RELIANCE ON PART-TIME WORKERS In addition to maintaining a full-time workforce, all independent power producers (IPPs) and distributed solar PV installers reported hiring part-time workers61 to fill various skilled and semiskilled roles. Overall, almost 20 percent of workers were reported to be part-time employees with more than one-half of all such workers employed in skilled technical roles (requiring an engineering degree qualification). Figure 5.1 illustrates the distribution of part-time and full-time occupations in the RE industry. Solar PV installers reported a higher number of part-time workers compared to other types of RE com- panies. Among this group, smaller installers tend to rely heavily on part-time technical workers, with more than one-half of their staff employed for a limited time on a particular project. This indicates a trend among solar PV installers, especially small roof-top solar providers, to outsource technical work to “floating” technical teams and hire full-time workers for sales and marketing functions only. 30 FIGURE 5.1: DISTRIBUTION OF FULL-TIME AND PART-TIME EMPLOYEES (IPPS AND SOLAR INSTALLERS) Dissagregation of distributed solar PV jobs Management professionals, 3% Skilled technical Full-time jobs, Part-time jobs, professionals, 10% 80% 20% Semi-skilled technicians, 6% Unskilled, 1% 5.2  GENDER DIVERSITY Although more than 70 percent of respondents reported a gender diversity program at their companies, only 7 percent of all full-time and part-time employees were reported to be women. A considerably smaller proportion of women, less than 3 percent of all employees, hold technical jobs at RE companies. Overall, more than 68 percent or all firms surveyed reported at least one or more female employee. Fig- ure 5.2 represents the distribution of companies with at least one female employee. FIGURE 5.2: FEMALE REPRESENTATION AT RENEWABLE ENERGY COMPANIES IN PAKISTAN (2020) 32% 68% Companies with no female employees Companies with one or more female employees Most female employees are in managerial roles and the majority of women employed in both technical and managerial are employed as full-time staff. Figure 5.3 illustrates the distribution of part-time and full-time female staff in managerial and technical roles. 5.  Labor Market Characteristics 31 FIGURE 5.3: DISTRIBUTION OF FEMALE STAFF IN MANAGERIAL AND TECHNICAL ROLES Technical jobs Part-time Managerial jobs Full-time Part-time Full-time 0 20 40 60 80 100 Percent female employees 5.3  HARD-TO-FILL VACANCIES Respondents to the survey were asked to identify “hard-to-fill” vacancies in each of the following occu- pational categories, indicating the level of recruitment difficulty by assigning a rank to each group on a scale of 1 to 5 (1 representing the easiest to fill vacancies): ■ Management jobs; requiring nonengineering qualification to degree level or equivalent. ■ Skilled technical jobs; requiring an engineering degree or diploma. ■ Semiskilled technical jobs; requiring qualification through a TVET certification. ■ Other employees; such as administrative support staff and unskilled labor requiring no prior skills. Figure. 5.4 illustrates the distribution of recruitment difficulty in each occupational category. Skilled technical jobs (requiring an engineering degree) were reported to be the hardest to fill followed by man- agerial jobs and trade jobs requiring medium to low technical certification. The comparative ease in the recruitment of skilled technician or filling trade roles was assigned to a relative slowdown in grid-scale projects during the last few years. 32 Renewable Energy Jobs and Sector Skills Mapping for Pakistan FIGURE 5.4: DISTRIBUTION OF HARD-TO-FILL VACANCIES Skilled (managerial) Skilled (technical) Semiskilled Unskilled 0 20 40 60 80 100 Percent distribution Hard Moderate Easy 5.4  SKILL SHORTAGES Based on their recruitment experience, respondents were asked to highlight three occupational roles each in skilled technical professions (requiring an engineering degree or diploma) and semiskilled techni- cal occupations (requiring technical vocational training). The highest number of respondents reported a shortage of system design engineers followed by field engineers; health, safety and environment engi- neers; and quality assurance engineers. For semiskilled roles, a shortage of solar technicians or system installers was reported most frequently followed by a shortage of maintenance supervisors and elec- tricians with solar expertise. Figures 5.5 and 5.6 illustrate shortages reported in skilled and semiskilled technical occupations. FIGURE 5.5: SHORTAGE IN SKILLED TECHNICAL OCCUPATIONS HSE/QA engineers Engineering sales Software engineers Field engineers System design engineers 0 10 20 30 40 50 60 70 Percent of companies reporting shortage 5.  Labor Market Characteristics 33 FIGURE 5.6: SHORTAGE IN SEMISKILLED TECHNICAL OCCUPATIONS Maintenance supervisors Roofer with solar expertise Electrician with solar expertise Solar technician/system installer 0 10 20 30 40 50 60 70 80 Percent of companies reporting shortage 5.5  CAUSES OF SKILL SHORTAGES AND DIFFICULTIES IN RECRUITMENT To determine why some roles are hard to fill, survey respondents were asked to select one of three options: (1) not enough candidates apply, (2) candidates do not have the right qualification, or (3) candi- dates have the right degree or qualification but lack skill or competency. All respondents cited a lack of practical experience (not qualification) as the single biggest cause of recruitment difficulties. Most RE companies compensate for the shortage of both experienced skilled and semiskilled workers by provid- ing formal, on-the-job training to current and new employees. 5.6  IN-HOUSE TRAINING Overall, more than 80 percent of the firms surveyed provide some form of in-house training to employ- ees in skilled and semiskilled technical roles. The primary purpose of the employee training is “to improve the RE-related skills of current staff” followed by “training for new employees to fill vacancies that are hard to fill.” Many solar PV installers also reported training provision as a “revenue generation activity.” FIGURE 5.7: OBJECTIVES OF IN-HOUSE TRAINING (IPPS AND OTHER LARGE RE COMPANIES) Improving the renewable energy–related skills or qualification of current staff Training of new employees to fill technical job vacancies at the company (cannot find trained candidates for current renewable energy specific job vacancies) Training as a corporate social responsibility (CSR) activity (trainees are not hired by the company after completion of training) Other 0 10 20 30 40 50 60 70 80 Percent objectives 34 Renewable Energy Jobs and Sector Skills Mapping for Pakistan FIGURE 5.8: OBJECTIVES OF IN-HOUSE TRAINING (SOLAR PV INSTALLERS) Improving the renewable energy–related skills or qualification of current staff Training of new employees to fill technical job vacancies at the company (cannot find trained candidates for current renewable energy specific job vacancies) Training provision as an additional revenue generation activity Training as a corporate social responsibility (CSR) activity (trainees are not hired by the company after completion of training) 0 20 40 60 80 100 Percent objectives 5.  Labor Market Characteristics 35 6. RECOMMENDATIONS FOR RENEWABLE ENERGY WORKFORCE DEVELOPMENT The renewable energy targets adopted in Pakistan under the RE Policy 2019 are expected to produce a sharp rise in renewable energy (RE) investments over the next decade, increasing demand for RE workers at all skill levels. Between 2021 and 2030, investments in new grid connected and off-grid RE projects have the potential to deliver more than 196,000 direct jobs in RE manufacturing, project development, construction and operation and maintenance (O&M) and an additional 137,000 indirect jobs in associ- ated sectors. While the RE workforce has a diverse skill profile, most new jobs in renewables will create demand for semiskilled workers trained through the technical and vocational education and training (TVET) system and unskilled labor. The skill delivery infrastructure, comprising public and private higher education insti- tutions (HEIs) and TVET institutions, extends across the entire country but does not provide sufficient RE-related education and training opportunities in the key regions of Sindh and Balochistan. Based on the findings of the report, this section proposes strategic interventions that the three main stakeholder groups—the government, education and training institutions, and RE companies—can implement to ensure an adequate supply of skilled workers to meet the expected demand for RE workers. 6.1  IMPROVING POLICY DESIGN AND IMPLEMENTATION Consistent growth in RE capacity is one of the most important considerations in the planning and pro- vision of RE-related skills. Maintaining continuity and stability in RE policy is therefore critical for devel- oping effective skills and supporting steady employment growth in the renewables sector. In Pakistan, the muted demand for skilled RE workers and low enrollment in both RE degree and vocational courses is emblematic of unexpected policy shifts and their impact on RE labor markets. If not addressed at the outset, policy-related factors often undermine energy sector programs or result in suboptimal policy outcomes. The following plans and actions could aid in preventing suboptimal outcomes. ■ As part of the overall RE policy implementation roadmap, developing a cohesive RE workforce development plan that defines measures to preempt resource shortages and optimize benefits of the policy to the economy on a regional level. The workforce development plan must be based on a thorough assessment of the capacity gaps on a system, organizational and individual levels and the potential for cooperation between sectors. In addition, plans and their outcomes must be con- stantly monitored, evaluated, and revised, if needed, to continuously adapt to the changing needs of the RE industry. ■ Closely coordinating between public and private sector stakeholders (including the relevant min- istries, regulatory agencies, private sector RE companies, educational and training institutions, and international development organizations) to align all skill development efforts toward a single set of predefined objectives. The government should consider setting up an RE Skills Development Working Group to involve all stakeholders in skill development planning and implementation and to formalize a process for information sharing and knowledge transfer. By coordinating the actions of 36 all stakeholders, the working group could be effective in aligning the expertise of stakeholders to meet skill gaps without duplication of effort or resource wastage. ■ Deploying new RE capacity gradually, over a predetermined period, to avoid large, abrupt spikes in demand for skilled workers. RE auctions, for instance, can be designed to achieve controlled additions of new capacity, smoothing out the demand for skilled workers and allowing the skill supply to catch up with demand. Similarly, renewable energy zones (REZs) could be considered as a coordinated, regional approach to skill and labor development. Collaboration with the National Transmission Development Company (NTDC), the transmission network owner and operator in Pakistan, to develop REZs could maximize local employment opportunities. 6.2  STRENGTHENING RENEWABLE ENERGY EDUCATION AND TRAINING DELIVERY The higher education and TVET delivery system extends across Pakistan, and RE-related degree and vocational courses are available through accredited institutions in all jurisdictions. Enrollment in RE rel- evant courses is generally low, suggesting sufficient education and training capacities to meet demand for skilled and semiskilled workers in the short term. However, systemic weaknesses in the skill delivery system have the potential to undermine workforce development in the medium and long term. The fol- lowing actions could aid in preventing skill delivery system weaknesses. ■ Streamlining the TVET delivery system across Pakistan, extending the National Vocational Qualifi- cation Framework (NVQF) to all jurisdictions in the country, normalizing the number of federal and provincial entities involved in TVET institute accreditation and registration processes, and reducing process overlap. ■ Improving the perceived value of TVET certification through better coordination with RE compa- nies for incorporating industry requirements in curricula development, training provision, and certi- fication. Involving industry representatives in curricula development will increase industry support for the education and training programs and increase the likelihood of students securing employ- ment upon graduation. The existing Sector Skills Council for energy at NAVTTC could be expanded and strengthened to improve coordination between the public and private sector stakeholders for vocational skills development. ■ Establishing or extending degree and TVET programs in regions with high potential for new solar and wind projects. In Sindh and Balochistan, offering RE-related courses in a greater number of existing TVET institutions and increasing the number of RE degree programs offered in Balo­ chistan. In addition, incentivizing enrollment in RE relevant education and training programs in these provinces through government and industry sponsored scholarships and providing job place- ment through the institutes of study or training. ■ Identifying the lack of on-the-job training and professional experience as major weaknesses in the local RE workforce. To address this shortcoming, the government should consider leveraging private training infrastructure at RE companies to train additional workers through public-private partnership programs and retrofitting idle or underutilized public sector training capacity (such as WAPDA’s extensive network of training facilities for conventional power projects) to deliver RE spe- cific training. The government should also consider making training provisions (through internships or apprenticeships) a mandatory part of public sector RE contracts. Regional TVET institutions could provide management, oversight, and certification for the resulting internship or apprentice- ship opportunities. 6.  Recommendations for Renewable Energy Workforce Development 37 ■ Increasing enrollment in RE relevant degree and vocational programs in Sindh and Balochistan through targeted marketing and better outreach. ■ Validating the size of training cohorts in Punjab, Khyber Pakhtunkhwa, and Islamabad to match the industry demand for workers. Managing cohort size to maximize the potential for job place- ment is a key aspect of skills development planning. If training programs are oversized compared to projects in the pipeline, graduates of skill education and training programs may face difficulty finding employment. ■ Standardizing training content and providing internationally recognized certification to enable worker mobility and improve employment prospects of skilled workers. Given the cyclical nature of growth in RE markets, skill portability within and outside the country is especially beneficial for RE workers. 6.3  PROMOTING GENDER MAINSTREAMING Women’s participation in the RE labor market is low despite gender diversity policies at most RE com- panies in Pakistan. Improving gender diversity, through the following policies, in the RE workforce will require interventions to promote gender mainstreaming at all levels, from policy to education and train- ing to workplace opportunities. ■ Mainstreaming gender in energy sector at the policy level. ■ Enhancing work opportunities for women in the RE sector through projects in the public sector, for instance by providing extra credit for team diversity in public procurement contracts and making internships or apprenticeships for women a mandatory part of public sector RE contracts. ■ Institutionalizing measures at the corporate level to ensure a better work-life balance, including part-time employment and flexi-time arrangements, addressing unconscious hiring biases in corporate human resource (HR) teams, adopting gender targets and quotas, and funding training programs for women as part of corporate social responsibility (CSR) initiatives. ■ Improving women’s access to training programs by scheduling training around women’s domes- tic or childcare responsibilities and addressing mobility constraints, security concerns, and social restrictions that could be preventing women from participating in training programs. ■ Providing dedicated financing schemes and mentorships to women entrepreneurs. The main weaknesses in the RE skill development system are highlighted in table 6.1 and linked to the recommendations above and the stakeholders best placed to implement these recommendations. 38 Renewable Energy Jobs and Sector Skills Mapping for Pakistan TABLE 6.1: RECOMMENDATIONS FOR RENEWABLE ENERGY WORKFORCE DEVELOPMENT IN PAKISTAN Limitations Recommended Interventions Responsibility Improving Policy Design and Implementation Frequent changes in Maintaining continuity and stability Government; Ministry of Energy policy priorities and in RE policies. direction Lack of coordination Close coordination between public Government; Ministries of Energy, Federal between stakeholders and private sector stakeholders. The Education and Training, Industries and government should consider setting Production, Overseas Pakistanis and up an RE Skills Development Working Human Resource, Planning Development Group to involve all stakeholders in and Reform, Interprovincial coordination planning for skill development and and Development and Statistics. NAVTTC, formalize a process for information HEC, AEDB sharing and knowledge transfer. Insufficient Developing a cohesive workforce Government; Ministries of Energy, implementation planning development plan as part of the Education and Industries, AEDB, NTDC and inconsistency overall RE policy implementation between policy plans and roadmap, deploying new RE actions capacity gradually and establishing renewable energy zones (REZs) as a coordinated, regional approach to skill and labor development. Strengthening Renewable Energy Education and Training Delivery Dual TVET delivery Streamlining of the TVET delivery Government; NAVTTC, provincial TEVTAs system and an excessive system across Pakistan and number of government extending NVQF to all jurisdictions agencies in TVET delivery in the country. Normalizing the number of federal and provincial entities involved in TVET institution accreditation and registration processes and reducing process overlap. Excess capacity in RE Incentivizing enrollment in RE Government, Ministry of Federal Education relevant degree and TVET relevant education and training and Training, HEC, NAVTTC, provincial programs programs through government and TEVTAs industry sponsored scholarships. Education and training institutions RE companies Offering job placement facilities Education and training institutions through the institutions of study or training. Publicizing RE relevant programs Education and training institutions through targeted marketing and better outreach. Low perceived value of Improving the perceived value of NAVTTC, provincial TEVTAs TVET qualifications TVET certification through better Training institutions coordination with RE companies RE companies for curricula development, training provision, and certification. (continues) 6.  Recommendations for Renewable Energy Workforce Development 39 TABLE 6.1: CONTINUED Limitations Recommended Interventions Responsibility Disparity in employer Reviewing and revising curricula at Government, Ministry Federal Education needs and RE curriculum HEI and TVET institutions to match and Training, HEC, NAVTTC, provincial industry requirements. Involving TEVTAs industry representatives in curricula Education and training institutions development will increase industry RE companies support for the education and training programs and increase the likelihood of students securing employment upon graduation. Lack of on-the-job The lack of on-the-job training and Government, Ministry Federal Education experience professional experience was identified and Training, HEC, NAVTTC, provincial by this study as a major weakness TEVTAs, WAPDA in the local RE workforce. To address Education and training institutions this shortcoming, the government RE companies should consider leveraging private training infrastructure at RE companies to train additional workers through public-private partnership programs and retrofitting idle or underutilized public sector training capacity (such as WAPDA’s extensive network of training facilities for conventional power projects) to deliver RE specific training. The government should also consider making training provision (through internships or apprenticeships) a mandatory part of public sector RE contracts. Regional TVET institutions could provide management, oversight, and certification for the resulting internship or apprenticeship opportunities. Mismatch between Establishing or extending degree Government, Ministry of Federal Education geographic distribution and TVET programs in regions with and Training, Ministry of Energy, HEC, of education and training high potential, such as Sindh and NAVTTC, provincial TEVTA’s programs and location of Balochistan, for new solar and wind Education and training institutions RE resources projects. Inconsistency between Managing cohort size to maximize Government, NAVTTC, provincial TEVTAs employment dynamics the potential for job placement Training institutions of the RE industry and in regions other than Sindh and program planning in the Balochistan. TVET system Standardizing training content and Government, HEC, NAVTTC providing internationally recognized Education and training institutions certification to enable worker mobility and improve employment prospects of skilled workers. 40 Renewable Energy Jobs and Sector Skills Mapping for Pakistan TABLE 6.1: CONTINUED Limitations Recommended Interventions Responsibility Promoting Gender Mainstreaming Lack of gender Mainstreaming gender in energy Government, Ministry of Energy mainstreaming in energy sector at the policy level. policies and public sector Enhancing work opportunities for Government, Public sector entities RE programs women in the RE sector through extra implementing RE projects credit for team diversity in public RE companies procurement contracts and making internships or apprenticeships for women a mandatory part of public sector RE projects. Lack of gender Institutionalizing measures to RE companies mainstreaming at RE ensure a better work-life balance companies including part-time employment and flexi-time arrangements, addressing unconscious hiring biases in corporate HR teams, and adopting gender targets and quotas. Funding training programs for women as part of corporate CSR initiatives. Limited access to Adjustments in curricula, targeted Government, HEC, NAVTTC, provincial education and training scholarships and internships, TEVTAs opportunities and other vocational training Education and training institutions opportunities. Improving women’s RE companies access to training programs by Development organizations scheduling training around women’s domestic responsibilities and addressing mobility constraints, security concerns, and social restrictions. Lack of entrepreneurship Providing dedicated financing Government, Ministry of Energy, Ministry of support schemes and mentorship to women Finance, State Bank of Pakistan entrepreneurs. Nongovernmental organizations Development organizations Private and public sector financial institutions Note: AEDB = Alternative Energy Development Board; CSR = corporate social responsibility; HEC = Higher Education Commis- sion: HEI = higher education institution; HR = human resources; NAVTTC = National Vocational and Technical Training Commis- sion; NTDS = National Transmission and Despatch Company; NVQF = National Vocation Qualification Framework; TEVTA = Technical and Vocational Training Authority; TVET = Technical and Vocational Education and Training; WAPDA = Water and Power Development Authority. 6.  Recommendations for Renewable Energy Workforce Development 41 APPENDIX A. THE POWER SECTOR IN PAKISTAN FIGURE A.1: STRUCTURE OF THE POWER SECTOR IN PAKISTAN Federal government Provincial governments Policy Ministry of Energy Provincial energy (power division) departments Administration WAPDA AEDB PPIB PEPCO NEECA PAEC Provincial government Nuclear Generation Large hydro- Private power plants GENCOs power plants power plants sector IPPs Private IPPs Provincial Transmission NTDC K-electric transmission companies NEPRA Distribution DISCOs Market operator CPPA-G Key: Market operator Market participant Service provider Regulator 42 Primary organizations in the power sector Acronym Organization Name Role or Description AEDB Alternative Energy Development Board Federal entity responsible for the facilitation and promotion of non-hydro renewable energy projects CPPA-G Central Power Purchasing Authority Market operator DISCOs Distribution companies Public sector distribution companies (utilities). There are currently 10 DISCOs in Pakistan GENCOs Generation companies Thermal power generation plants in the public sector IPP Independent power producer Small hydro, thermal, or renewable energy power plants in the private sector K-Electric K-Electric Vertically integrated utility (transmission, distribution, and generation) in the private sector, serving the city of Karachi and two districts in the province of Balochistan. K-Electric is Pakistan’s only private sector utility at present NEECA National Energy Efficiency & Federal entity responsible for initiating, Conservation Authority promoting, and coordinating energy conservation activities in different sectors of the economy NTDC National Transmission and Despatch Public sector system operator (SO) and Company transmission network owner (TNO) PAEC Pakistan Atomic Energy Commission Public sector, federal entity responsible for atomic research and developing nuclear power plants PEPCO Pakistan Electric Power Company Public sector holding company including all the public sector DISCOs, NTDC, and GENCOs PPIB Private Power Infrastructure Board Federal entity responsible for the facilitation and promotion of hydropower and power transmission investments WAPDA Water and Power Development Federal entity responsible for the development Authority and construction of large hydropower projects and water management infrastructure Appendix A. The Power Sector in Pakistan 43 APPENDIX B. SURVEY METHODOLOGY AND PARTICIPANTS NOTES ON THE METHODOLOGY ■ A list of potential survey participants among RE practitioner groups was compiled based on data available from NEPRA, AEDB, and other public sources. HEIs offering RE specific courses of study or courses with significant RE content were shortlisted based on data sourced from HEC and university websites. A total of 21 HEIs were included in the final list of survey participants after contacting the shortlisted universities individually for confirmation of study courses. ■ Customized survey questionnaires for each RE practitioner group and HEIs were disseminated as described in table B.1. The figures in table B.1 provide a comparison of the population size of RE practitioner groups and HEIs with the sample size selected for the survey and the actual number of responses received during the course of the study. TABLE B.1: COMPARISON OF POPULATION AND SURVEY SAMPLE SIZE Sample Size Relevant Population for Survey Dissemination Reponses Practitioner Group Size in Pakistan and Direct Interviews Received Wind and solar IPPs 30 30 12 Solar PV installers registered with AEDB 73 50 15 Solar PV installers not registered with AEDB 1,500+62 200 1 EPC and O&M companies 10 5 3 Solar PV manufacturing companies 4 3 1 HEIs offering RE specific courses or courses 21 21 21 with RE content ■ In addition to direct dissemination, survey questionnaires were also shared with the organizers of the two leading RE industry groups, Renewable Energy Association of Pakistan (REAP) and Pakistan Solar Association (PSA). Although the two groups reported a collective membership of over 1,500 RE companies, they were only able to provide five survey responses in total. The overall response from RE companies was lower than anticipated, and collecting primary data from RE firms proved to be harder than anticipated. ■ A majority of foreign EPC and O&M companies approached declined to participate in the survey citing “corporate confidentiality policies.” In contrast, all HEIs approached for the study responded to the survey. ■ Data gathered from the survey responses were reviewed for errors and omissions and collated in Excel to develop charts for data representation. Where data was lacking, or sample sizes were too small to be statistically significant, interviews with key personnel at RE companies were used to augment the findings of the survey. 62  Based on data provided by REAP and PSA. 44 Renewable Energy Companies Survey Participants Zeus Energy Private Limited Aleshverish Enterprises Private Limited Delta Energy Inc Energy Brothers Private Limited Hadron Solar Private Limited Harness energy Private Limited Instant Energy Private Limited Sunlife Solar Private Limited Zorays Solar Pakistan Reon Energy Limited Pantera Private Limited Sharif International Shams Power Private Limited Solar Sigma Limited Sky Electric Private Limited Tesla Industries Private Limited JD Aviation Sourcing and Engineering Services Private Limited AJ Power Private Limited FFC Energy Limited Foundation Wind Energy I Limited Foundation Wind Energy II Limited Sachal Energy Development Private Limited Younas Energy Limited Tricon Boston Consulting Corporation Private Limited (representing three IPPs) Descon Power Solutions (Pvt) Ltd OMS (Pvt) Litd. Orient Energy Services (Pvt) Ltd. Interview Participants Manzar Ameer Ali Manager Technical, Shams Power Mohammad Mukarram (representing three IPPs) Head of Human Resources, Zonergy Solar Development Pakistan Limited Nisar Latif CEO, Solar Sigma Private Limited Higher Education Institutions Survey Participants NED University of Engineering & Technology Sukkur Institute of Business Administration University of Engineering & Technology, Lahore University of Balochistan, University of Engineering & Technology Peshawar Lahore University of Management Sciences University of the Punjab Dawood University of Engineering & Technology Quaid-e-Awam University of Engineering, Hamdard University Sciences & Technology Pir Mehr Ali Shah Arid Agriculture University Mehran University of Engineering & Technology University of Agriculture, Faisalabad University of Engineering & Technology, Taxila NFC Institute of Engineering & Technology Shuhada-e-Army Public School University of Technology, Nowshera Air University COMSATS Institute of Information Technology, Lahore Campus COMSATS Institute of Information Technology, Islamabad Campus Appendix B. Survey Methodology and Participants 45 APPENDIX C. MODELLING ASSUMPTIONS AND LIMITATIONS GRID-SCALE WIND AND SOLAR PV PROJECTS ■ Annual capacity additions in 2020 are based on capacity additions in the IGCEP 2021–2030. Installed RE projects in 2020 include the 50 MW Master Green Energy project. The model assumes no addition of bagasse capacity beyond 2019. ■ Annual capacity addition in 2021 to 2030 are based on projections in the IGCEP 2021–2030. 870 MW of committed bagasse projects due for commercial operation in 2021 are not reflected in the installed capacity. ■ The current installed RE capacity and RE capacity addition between 2021–2030 reflect RE added to the NTDC grid only. ■ The model assumes an equal annual reduction in the regional job multiplier applied to “manufac- turing” between 2020 and 2030, derived from Rutovitz et al. (2015). ■ The average construction time for an onshore wind project is assumed to be two years. The aver- age construction time for a grid-scale solar PV project is assumed to be one year. ■ The model accounts for net metered, distributed solar PV separately from grid-scale solar PV projects. ■ The model assumes limited wind manufacturing capacity in Pakistan starting in 2025, meet- ing 10 percent of local demand in 2025 and 20 percent by 2030. No export assumed. The model assumes solar PV manufacturing capacity meets only 2 percent of local demand at present and grows to fulfill 30 percent of local demand by 2030. No export assumed. ■ Business development and preconstruction jobs include jobs created by resource assessment, feasibility and design, site selection, land acquisition, and grid interconnection infrastructure. GRID CONNECTED DISTRIBUTED SOLAR PV PROJECTS ■ Projections for annual distributed solar PV capacity additions are based on growth in net metered solar PV between 2015 to 2019 sourced from NEPRA State of the Industry Report 2019. ■ The current installed distributed solar PV capacity and future projections between 2021–2030 reflect distributed solar PV added to the NTDC grid only. ■ The model assumes an equal annual reduction in the regional job multiplier applied to “manufac- turing” between 2020 and 2030, derived from Rutovitz et al. (2015). ■ The average construction time for a distributed solar PV system is assumed to be less than one year. ■ The model assumes solar PV manufacturing capacity meets only 2 percent of local demand at present and grows to fulfill 30 percent of local demand by 2030. No export assumed. 46 Technology contribution and growth assumptions for grid connected, distributed solar PV capacity Scenario 1 Percent Contribution 2021–2030 Growth Rate Assumed for DG Wind 29% 2020–2024 40% Solar grid scale 60% 2025–2028 20% Solar distributed 11% 2029–2030 5% Scenario 2A Percent Contribution 2021–2030 Growth Rate Assumed for Distributed Generation Wind 60% 2020–2022 40% Solar grid scale 31% 2025–2028 20% Solar distributed 9% 2029–2030 5% Scenario 2B Percent Contribution 2021–2030 Growth Rate Assumed for Distributed Generation Wind 30% 2020–2024 50% Solar grid scale 58% 2025–2028 20% Solar distributed 12% 2029–2030 10% OFF-GRID DISTRIBUTED SOLAR PV PROJECTS ■ Estimates of current off-grid distributed solar PV systems installed in Pakistan are based on data provided in the RE Policy 2019. ■ Projections for off-grid capacity additions between 2021–2030 are based on an assumed annual addition of 600 MW each year during the study period, resulting in a cumulative off-grid capacity addition of 6,000 MW by 2030. ■ The average construction time for a distributed solar PV system is assumed to be less than one year. ■ The model assumes an equal annual reduction in the regional job multiplier applied to “manufac- turing” between 2020 and 2030, derived from Rutovitz et al. (2015). ■ The model assumes all local solar PV manufacturing capacity to have been utilized in grid-scale installations only. Appendix C. Modelling Assumptions and Limitations 47 APPENDIX D. UNIVERSITY COURSES WITH RENEWABLE ENERGY CONTENT University Location Department Industry Collaboration Courses Balochistan University of Quetta Department of B.Sc. Renewable Balochistan Renewable Energy, Energy Faculty of Earth (nonengineering) (2017) & Environmental Ms Renewable Energy Sciences (yet to start) Khyber Pukhtunkhwa NWFP University Peshawer US-Pakistan Centre Green Building Council, M.Sc. Masters of Engineering & for Advance Studies in KPOGCL, Aeronautical and Doctorate in Technology Energy  Complex, Kamra, Renewable Energy Aeronautical Design Engineering (2017) Complex, Kamra (AVDI) Energy Systems Engineering (2015) Shuhada-e-Army Public Nowshera Dept. of Energy None B.Sc. Energy School University of Engineering Engineering Technology Technology Technology (2018) Punjab University of the Punjab Lahore Institute of Energy Urban Unit Punjab, B.Sc. Energy & & Environmental Punjab Power Environmental Engineering Development Board, Engineering (2017) Energy Department University of Lahore Centre for Energy SNGPL, Punjab Power M.Sc. Energy Engineering & Research and Dev Board, PEECA, Engineering (2012) Technology Development (Kala Punjab Energy Ph.D. Renewable Shah Kaku campus) Department Energy Engineering Department (2019) of Mechanical Engineering Lahore University of Lahore Syed Babar Ali PEECA, DOE, Punjab MS Electrical Management Sciences School of Science & Engineering— Engineering; Electrical Computer Science Engg (2012) Ph.D Electrical Engineering (2012) COMSATS Institute Lahore Energy Research Premium Energy Private MS Energy & of Information Centre (ERC)— Limited, Agriculture Environment (planned Technology, Lahore Electrical Engg-Energy Department Govt. Fall 2020) Campus & Environmental Engg of Punjab, Pakistan Council for Renewable Energy Technologies (PCRET), NSR Energies, Pakistan Energy Efficiency and Conservation Agency (PEECA) 48 University Location Department Industry Collaboration Courses University of Faisalabad Department of Energy Solar Bruecke Simply B.Sc. Energy Systems Agriculture Systems Engineering Solar D-89344 Engineering (Fall Aistingen Germany, 2013–14) Power Pack Energy M. Sc Energy Systems (Pvt) Lahore, Sun Tech Engineering (Winter (Pvt) Lahore, PAMICO 2017–18) Technologies (Pvt) Faisalabad, Pakistan Council of Renewable Energy Technologies (PCRET) University of Taxila Department of Energy Tesla PV. Tesla B.Sc. Energy Engineering & Engineering Industries Pakistan Engineering Technology (industrial visits, Technology (Fall 2017) Internships), Pakistan (non-engineering Ordnance Factory program) (POF), Sanjwal Solar M.Sc. Energy Power Plant (industrial Engineering (Fall 2019) visits, Internships), Chitral Engineering Works, Taxila (hydro turbine design), M/s 2B Creative Engineering & Technology (renewable energy wing) Pir Mehr Ali Shah Arid Rawalpindi Department of Energy None Energy Systems Agriculture University System Engineering Engineering (Planned) MSc Energy Systems Engineering (planned) Ph. D Energy System Engineering (planned) NFC Institute of Multan Department of Energy  None B.Sc. Energy Systems Engineering & Systems Engineering Engineering (2017) Technology Sindh Dawood University Karachi Department of Energy None BE Energy & of Engineering & & Environment Environment Technology Engineering Engineering (2011) Quaid-e-Awam Nawabshah Dept of Energy Research-based BE Energy & University of & Environmental activities; five research Environment Engineering, Sciences Engineering labs established Engineering (2005) & Technology ME Energy Systems Engineering (2015–16) Ph.D Energy & Environmental Engineering NED University Karachi Department ASHRAE, IMECHE, ME Renewable Energy of Engineering of Mechanical HVSER—Pakistan, (Fall 2014) & Technology Engineering Gresham PVT. LTD Sukkur Institute Sukkur Department of Tier Energy, SSGC, Zues ME Renewable Energy of Business Electrical Engineering Energy (Spring 2017) Administration (continues) Appendix D. University Courses with Renewable Energy Content 49 University Location Department Industry Collaboration Courses Mehran University Jamshoro Department N/A M.Sc. Energy Systems of Engineering & of Mechanical Engineering (2010) Technology Engineering Ph.D Energy Systems Engineering Federal Capital Air University Department of Comcept (private) MS (mechatronics) Mechatronics Limited, Islamabad, Smart Energy and Biomedical INESC TEC-Institute Systems (Spring 2015) Engineering of Systems and PhD (mechatronics) Computer Engineering— Smart Energy Technology and Science, Systems (2016) Portugal National University of U.S.-Pakistan Centre Fauji Fertilizers, Full Masters Energy Sciences & Technology for Advanced Studies Advantage Co. Systems Engineering in Energy-NUST (Fall 2014) Ph. D Energy Systems Engineering COMSATS Institute Department of  None M.Sc. Electrical of Information Electical & Computer Engineering (Fall Technology, Islamabad Engineering 2008) Campus Hamdard University Department of Energy  None BE Energy Engineering and Environment (2010) (stopped intake Graduate School of MS Energy & Engineering, Sciences Environment (Fall and Information 2013) (Non-Engg Prog) Technology PhD Energy & Environment (2013) 50 Renewable Energy Jobs and Sector Skills Mapping for Pakistan APPENDIX E. ANNUAL UNIVERSITY ENROLLMENT IN RENEWABLE ENERGY COURSES (2015–2019) Graduation Enrollment 2019 2018 2017 2016 2015 Degree Institutions Capacity Female Male Female Male Female Male Female Male Female Male Engineering Degrees (RE specific) M.Sc Renewable Energy 4 169 5 49 0 13 6 56 0 3 0 0 Engineering Ph.D Renewable Energy 1 35 0 2 0 0 0 0 0 0 0 0 Engineering Annual Graduation 204 5 51 0 13 6 56 0 3 0 0 and Capacity Engineering Degrees (with RE content) B.Sc Energy Engineering 2 80 6 22 5 44 5 77 0 0 0 0 or Energy Systems Engineering M.Sc Energy Engineering 8 232 39 125 49 72 29 76 30 45 11 60 or Energy Systems Engineering Ph.D Energy Engineering 3 45 3 6 3 9 1 6 1 9 5 6 or Energy Systems Engineering M.Sc Smart Energy 1 Systems B.Sc Energy & 2 140 19 105 9 65 12 72 8 74 9 77 Environment Engineering M.Sc Energy & 2 85 0 8 0 0 0 0 0 0 0 0 Environmental Engineering Ph.D Energy & 1 5 0 0 0 1 0 0 0 0 0 1 Environmental Engineering M.Sc Electrical Engineering 3 220 15 66 25 56 22 52 12 68 16 61 (Specialization in Power) Ph.D Electrical 2 20 0 0 0 0 0 1 0 0 0 0 Engineering (Specialization in Power) Annual Graduation 827 82 332 91 247 69 284 51 196 41 205 and Capacity Nonengineering Degrees (RE specific) B.Sc Renewable Energy 1 50 4 36 3 28 4 18 0 0 0 0 Annual Graduation 50 4 36 3 28 4 18 0 0 0 0 and Capacity Nonengineering Degrees (with RE content) B.Sc Energy Engineering 2 85 0 30 0 30 4 15 0 0 Technology MS Energy & Environment 1 50 11 43 18 32 10 28 13 40 11 32 Ph.D Energy & 1 8 0 0 0 3 0 0 0 0 0 1 Environment Annual Graduations and 143 11 73 18 65 14 43 13 40 11 33 Capacity Cumulative Annual 1,224 594 465 494 303 290 Graduation 51 APPENDIX F. 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