Recent research from Swinburne University of Technology‘s Victorian Hydrogen Hub (VH2) has shown that Australia needs more hydrogen skills and training capabilities to meet its recently enacted carbon reduction targets.
In the long term, according to Swinburne University, providing education and training through licenced organisations can keep people transitioning into the hydrogen economy from being locked out of the business.
“We know that the hydrogen economy, to be successful, needs responsive education and training solutions. Ideally, registered training organisations and higher education institutions will be one step ahead to ensure a ready workforce is available,” VH2 Social Licence Adjunct Research Fellow Dr Kim Beasy said.
Dr Beasy added that while clearance processes for centralised training and education courses can be lengthy, micro-credentialing and short course options provide an intermediate answer, but they also result in a fragmented training landscape.
However, Swinburne University stated that the Australian skills and education environment needs to catch up to the fast-moving green hydrogen industry, prompting businesses to scramble to fill the gaps. A variety of organisations are offering short courses and the advent of micro-credentialing. While this provides flexibility and resilience, there are risks associated with such a fragmented landscape.
Skilling the green hydrogen economy: An Australian case study published in the International Journal of Hydrogen Energy illustrates the critical need for cross-sector collaboration to boost hydrogen energy education and training. Electrolysers, fuel cells, hydrogen storage, and refuelling stations require the most training.
Hydrogen integration into the Australian industry is a significant goal of the Australian Government‘s Long Term Emissions Reduction Plan, which aims to reach net zero emissions by 2050. To achieve these objectives, the university said education and training plans are critical, with ‘train the trainer’ courses, trades courses, school curriculum reforms, micro-credentials, higher education, and industry involvement initiatives all contributing to the answer.
“As we move towards a more innovative and sustainable planet through hydrogen technology, we must be focused on teaching the skills required to make this technology a reality,” Swinburne University of Technology Deputy Vice-Chancellor (Research) Professor Karen Hapgood said.
Professor Hapgood added, “At Swinburne, we are committed to ensuring we develop the skills that industry needs and that students require for the jobs of the future, across vocational education, higher education and research.”
