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Importance of NABCEP and their Industry Certification

The importance of an educational institute or provider is not what is being taught but the whole foundation. What most people would look at is how the knowledge was applied and how it is contributing to the lives of the person and the community. With many resources, theories and even individuals who are eager to talk about renewable energy, how can one make sense of all these things? How can one know what is the correct way of doing things in the industry at present? This is where The North American Board of Certified Energy Practitioners (NABCEP) comes in. It is composed of a volunteer board of renewable energy stakeholder representatives including representatives of the solar industry such as NABCEP certificates, renewable energy organizations, state policy makers, educational institutions, and the trades. This group has the mission to support the renewable energy and energy efficient industries and work with them by developing and implementation of quality certification programs for practitioners. This may be looked at as the “first step” for people looking for a career path in renewable energy.

The NABCEP has designed and developed the Entry Level Certification Program. With the fundamental rule that solid knowledge in the basics forge a sturdy foundation, the program paves the way for individuals who wish to enter the solar of photovoltaic field and apply the concepts of solar electrical systems in the future. The certification recognizes students who have passed industry standards and objectives as carefully put together by Subject Matter Experts. With this, employment opportunities in the photovoltaic field are greener and chances for landing a career are high.

Institutions such as vocational-technical institutes, universities, or community colleges that wish to offer the Entry Level Certification Program need to be first accredited and by the NABCEP. Once an institution has been granted the approval to offer the program, it is given three years till reapplication after three years. This is to ensure close evaluations of how it fairs and for updating. Although NABCEP gives the permission, it does not provide a set curriculum. Instead the providers must develop their own by using the 10 learning objectives as standard guidelines.  The skills targeted for development has been set by Subject Matter Experts, however it is important to note that it does not, in anyway, replace electrical, technician or technological trainings. Examples of sub categories of the objectives are as follows:

1. PV Markets and applications: touches on the development of photovoltaic energy, its advantages and disadvantages, understanding market indicators and the different types of PV systems.

2. Safety Basics: how to identify hazardous areas, the types of protective equipment, best safety practices.

3. Electrical Basics: Understanding electrical parameters, currents, how to use electrical test equipments.

4. Solar Energy Fundamentals: Definitions and terminologies, factors that reduce or enhance solar energy.

5. PV Module Fundamentals: How sunlight is converted to energy, effects of solar irradiance, fabrication of solar cells, components description.

6. System Components: Understanding of PV systems as a whole.

7. PV System Sizing Principles: Proper use of equipment such as inverters for a specific area size.

8. PV System Electrical Design: Designs of the PV system and knowledge of the National Electrical Code.

9. PV system Mechanical Design: identifying materials that are suited for construct as well as installation of the PV System.

10. Performance Analysis, Maintenance and Troubleshooting: discussion of common problems in systems and how to properly monitor currents and how to increase productivity.

Resources can be taken from the NABCEP and skills such as comprehension, application and problem solving are to be zeroed in and enhanced in the PV subject matter.

The NABCEP doesn’t only provide these learning objectives, but they have laid out a code of ethics that NABCEP certificants and candidates must abide by. Some obligations are: to deal with clients, consumers, and other professionals fairly and on time, provide quality services, maintain confidentiality, respecting intellectual property and avoid conflict with others.  As the Entry certificate touches on the Knowledge and Skills, the code of ethics is all about the proper attitude.

Certification is the next important step as it is to see an active application of the knowledge that was learned. This is when the NABCEP gives recognition to individuals who meet the highest standard. The benefits of the certification are that PV installers will be more confident in their trade and will be identified as such and gives them credibility when moving from one place to another.  Consumers on the other hand can identify if an installer is qualified or not and giving them the option of choice.

NABCEP doesn’t limit the learning process to the Entry level program. In fact, another valuable addition it gives to the industry is the Photovoltaic Installer and the Solar Thermal Installer Certification. These certifications are cognitive and psychomotor driven and must accomplish many tasks. Installers are given the basic instructions, components, and schematics to install a PV or Solar Thermal System and inspect and maintain it. It would be a detailed review of all the 10 learning objectives.

As there is no full stop in training, continuing education and recertification are offered to meet the dynamism of the subject matter. These are vital in the industry constantly updating oneself. A required 18 hours of continuing education in a PV is needed after three years past the prior certification. This is broken down to 6 hours devoted to the National Electric Code, 6 hours to Task Analysis and 6 hours of instruction in PV subjects.

The importance of NABCEP is the programs and how well knitted together they are. It not only hopes to instill, upgrade and maintain standards and knowledge, but to effectively mold the attitudes of these individuals not only dealing with the equipment or the science, but to the people and environment surrounding them.