Results and publications


BIMEET eLearning materials cover 2 courses, which are available via BIMEET Portal (Energy BIM Platform):

D2.1 - BIM for energy efficiency requirements capture
Exclusive summary: The report D2.1 covers the phase of requirements capture of the BIMEET project. Whereas BIMEET project aims at offering specialised training and educational programs to support with BIM implementation agenda for energy efficiency in Europe, the current report is addressing the requirements elicitation phase. This phase involves training requirements collection and associated analysis in order to inform the training elaboration phase with regards to skills, competencies and required qualifications.

The report provides in-depth analysis and gaps identification in relation to skills and competencies involved in BIM training for energy efficiency prior to integration with following training models and strategies. Consultations and interviews have been used as a method to collect requirements and a portfolio of use-case has been created to understand existing BIM practices and determine existing limitations and gaps in BIM training.

D2.2 – Benchmark of existing training offers: This report involves benchmarking existing EU-wide Building Information Modelling (BIM) training across the building value chain (incl. lifecycle and supply chain). This phase of the project involves highlighting energy efficiency linkages; identifying qualification targets and accreditation mechanisms, whilst highlighting training gaps and enhancement potential. It highlights the challenges and benefits associated with integrating BIM into energy performance assessment with the aim of streamlining procedures to help ensure delivery of energy efficient buildings which perform more closely to their design intent. Building on the BIMEET D2.1 deliverable (BIM&EE requirement capture), this report reviews the training offered in the countries represented by the project partners to the supply chain across the construction life cycle. In particular it considers the role of apprenticeships and university courses as a vehicle to develop suitably trained construction professionals in this field. It also assesses the existing BIM training provision and associated certification offered by training organisations to determine whether this can provide the required skills and knowledge

D2.3 - BIM for energy efficiency required roles and skill
Exclusive summary: The report D2.3 covers the phase of requirements capture of the BIMEET project and identification of roles and skills. Whereas BIMEET project aims at offering specialised training and educational programs to support with BIM implementation agenda for energy efficiency in Europe, the current report is addressing the definition of roles and skills based on the requirements elicitation (see Deliverable D2.1). This phase involves training requirements collection and associated analysis in order to inform the future training elaboration phase with regards to skills, competencies and required qualifications.

The report provides in-depth analysis and identification of roles and skills involved in BIM training for energy efficiency prior to integration with following training models and strategies. Social media analysis have been used alongside standards, use-cases, interviews and scientific publications as a method to collect roles and skills in order to inform future BIM practices and promote improved BIM training and education.

D3.2 - Definition of learning outcomes in the European level
Exclusive summary: The European Qualifications Framework is a common European reference framework whose purpose is to make qualifications more readable and understandable across different countries and systems1. The framework includes eight reference levels, which are defined in terms of learning outcomes.

The purpose of the common frameworks for learning outcomes is to enable the comparison of qualifications across national borders and stakeholders. The use of common language makes such comparison possible.

Learning outcomes discussed in this report refer to the intended leaning outcomes rather than achieved learning outcomes "Learning outcomes are attributed to individual educational components and to programmes at a whole. Learning outcomes are specified in three categories - as knowledge, skills and competence (KSC). This signals that qualifications - in different combinations - capture a broad scope of learning outcomes, including theoretical knowledge, practical and technical skills, and social competences where the ability to work with others will be crucial. 2

Building information modelling offers potential benefits for the better management of energy and other performance aspects of buildings. To enable and ensure the utilization of these benefits there is a need for the identification of the required KSC for the different roles in design, building and maintenance processes as well as to support in definition and creation of learning outcomes. Further, it is important to define the learning outcomes to support the planning and offering of training courses that fulfil the identified requirements.

Certain basic principles are important, when defining learning outcomes. The following list presents the recommendations from European guide book "Defining, writing and applying learning outcomes 3:

  • Focus is always kept on the learner: what is (s)he expected to know or understand.
  • Learning outcomes need to be defined and written in a way where there is room for individual and local adaptation.
  • Too detailed statements should be avoided. Also overly complex statements prevent learners, teachers and assessors from relating to the statements.
  • Learning outcomes cannot replace related knowledge, skills and competence statements.
  • Learning outcome should start with an action verb, followed by the object of the verb as well as a statement specifying the depth of learning to be demonstrated, and complete with an indication of the context. Table 3 illustrates the system.
  • Generally not more than one action verb for each learning outcome.

The objective of this work was to define the first draft of the learning outcomes for training courses that would provide the required skills and knowledge for the selected roles in design, building and maintenance processes in order to effectively utilize building information modelling for energy-efficient buildings.

The report presents the summary of the deliverable D3.2 of BIMEET project and lists the proposed EU wide learning outcomes for different roles and stakholders. The identified intended learning outcomes package is expected to guide different training organizations to support in the development of BIM and EE course and course content development. To define the European learning outcomes related to BIM and energy-efficient building, six main categories were selected:

  • Client & Clients advisors
  • Architectural design roles
  • Structural design roles
  • Building services design roles
  • Construction work roles
  • Maintenance work roles

The document provides 6-8 specified groups of learning outcomes for the each selected main category role. Each of the groups consists of 4-14 learning outcomes that clarify and supplement the required qualifications. The specific order is intended to support in course planning phases as most training courses are based on modular structure.

D3.4 BIM for energy efficiency validation report

Executive summary

This document, "BIM for energy efficiency validation report" is developed under the Work Package 3, "Definition and harmonization of BIMEET EQF". Responsibilities, Roles, and Learning outcomes(LO)were defined according to the EQF recommendations at the BIMEET participating countries level in the T3.1and T3.2. The LOs were then harmonized at the European level and used to define a qualification framework for each group of stakeholders. This was the objective of the T3.2. The current status in the participating countries has been, thereafter, evaluated to ensure that the specificities of each country would be taken under consideration in the designing of the trainings(Task T3.3). In the final task of this third Work Package, a review of the learning outcomes by the External Expert Advisory Board (EEAB) scheduled on November, 26thin Brussels, is first presented(section 2). Some of the developed BIMEET trainings, mainly in the field of BIM for energy efficiency training, are then analysed against the qualification framework proposed in the D3.2(section3). Four existing trainings are chosen to be analysed, one from each participating country(except Greece):

  • "Le BIM pour l'efficacitè ènergètiquedes bâtiments", in France
  • "BIM for construction consultants", in Finland
  • "BIM inDesign Construction and Operations (Post graduate qualification)", in UK
  • "Le BIM pour l'efficacitè ènergètique des bâtiments", in Luxembourg

Curricula of these existing trainings are detailed: provider, language, content, audience, means and tools, LO,...Knowledge, Skills and Competencies related to the learning outcomes are defined according to the BIMEET qualification framework proposed in the D3.2 for each group of stakeholders. The EQF level is then defined. It is mainly related tothe skill and/or competency level that each stakeholder requires to reach at the end of the training. Finally, the deliverable discusses the new training schemes developed at the end of BIMEET project (section 4), and aiming to take into account the lessons learnt from the evaluation of the first training sessions delivered, summarised in this deliverable. These training schemes rely on e-learning as a mean to extend the community reached out by BIMEET outputs. For example, the training "le BIM pour l'efficacitè ènergètique des bâtiments" was delivered within the BIMEET project several times for different stakeholders. The number of trainees to be reached according to the BIMEET proposal impact section was unfortunately not achieved. Some corrective actions have been undertaken and are reported in this deliverable. It consists of some modifications on this existing training. In fact, transforming the first and theoretical part of this training to e-learning content is expected to increase significant the number of trainees to be reached out. The second part of the training, i.e., the practical work remains performed in-class. This one consists on calculating the energy performance of a simple case study using the BIM model. Another new training is conceived within the BIMEET project: BIM for Energy Performance Certificate (EPC). This training is composed of exclusively, e-learning contents. It aims to present benefits and importance of BIM in enhanced and accurate EPC assessments. The learner learns why developing the modelling and assessment skills are important for sustainable buildings building projects.

D3.4 BIMEET BIM for Energy Efficiency Validation Report.pdf

D4.2 BIMEET training platform delivery

Executive Summary

The BIMEET platform is in line with the works previously carried on the ERASMUS+ BIM4VET prototype ( This new platform is structured around five major components:

  • A database including BIM/EE training data,
  • A Map server,
  • A recommender engine,
  • A tangible tabletop device.

This application is dedicated to institutions which want to design a new training. The BIMEET application is basically an interactive map, relying on a natural user interface to explore data about a.) the potential target audience for a given area and b.) the available trainings in the same region. The general idea is to provide training institutions with information required for identifying market needs and consequently improving the consistency of the training offer.

D4.2. BIMEET Training Platform Delivery.pdf

D4.4 BIMEET Platform Testing and Validation Report

Executive Summary

The deliverable 4.4. is dedicated to the validation of the BIMEET tangible application. The validation protocol includes a presentation of the application during a workshop and the collection of feedback from attendees based on a survey questionnaire inspired from Technology Acceptance Model questionnaire(TAM3 (Venkatesh & Bala, 2008).The researchers have consequently analysed the perceived utility and usability of the application. The first feedback is very promising. The application seems to be easy to use, very enjoyable, and well adapted to support job-related tasks. Nevertheless, the use of the application in a real context would be very useful for collecting more accurate ratings.

D4.4. BIMEET Platform Testing and Validation report.pdf

D5.1 BIMEET External Expert Advisory Board

Executive Summary

The aims of the BIMEET project are: (a) pave the way to a fundamental step change in delivering systematic, measurable and effective energy efficient buildings through BIM training with a view to effectively address European energy and carbon reduction targets; (b) promote a well-trained world leading generation of decision makers, practitioners, and blue collar workers in BIM for energy efficiency; (c) establish a world-leading platform for BIM for energy efficiency training nurtured by an established community of interest. An External Expert Advisory Board(EEAB)involving representatives from key influential groups / institutions in the BIM domain across Europe was formed to support the strategy and subsequent development within BIMEET, help anticipate business trends and support valorisation and take up of results. The BIMEET project partners engaged the EEAB members at three workshops, the first near the start of the project and the other towards the end. The structure of each workshop was similar with project partners presenting results and this being used as a springboard for facilitated groups to provide feedback on a range of key issues. The BIMEET EEAB has provided a helpful sounding board and been a useful source of suggestions to help steer BIMEET over the duration of the project. At the start it helped the partners to identify new use cases and to improve the structure of the database to increase its usefulness as well as advise on the content and audiences of the learning outcome framework for BIM and energy efficiency training. Towards the end of the project the EEAB gave further guidance on the scope of the BIMEET learning outcomes framework with suggestions for new areas to consider. It also gave a helpful steer on the BIMEET label in respect of its scope and audiences which are being integrated into the associated BIMEET label business plan. Following completion of BIMEET, members of the EEAB and the wider community of interest will be approached concerning the development and delivery of BIM and energy efficiency training using the BIMEET learning outcomes framework and adopting the BIMEET label. The BIMEET project partners pass on their thanks to the EEAB members for giving up their time and providing valuable input to BIMEET.


D5.3 Validation and documentation of BIMEET labelling

Executive Summary

As defined in the BIMEET project workplan, the task T5.3 aims at applying experimentally the proposed labelling scheme in order to assess it against several training modules developed within BIMEET funding. The labelling scheme developed in deliverable D5.2. is therefore included in this analysis and broken down in order to answer several underlying questions. Following the labelling scheme proposed, the following stages were addressed in the analysis:

  • Definition of the label
  • The label assessment commission
  • The training labelling process
  • The constituent elements of the application
  • Training assessment criteria for awarding the label
  • The test on trainingcourses
  • Conclusions

D5.3 BIMEET Validation and documentation of BIMEET labelling.pdf

D6.5 Dissemination and communication report

Executive Summary

The report D6.5 wraps up the total picture of communication and dissemination activities of BIMEET project. Dissemination activities focus on providing information about the project to various target groups. Activities have included Workshops, trainings, and taking part of seminars and scientific conferences. Dissemination material (paper-based and in electronic format) and the project website are prepared to strengthen exchange with externals and to raise the visibility of the project. Main dissemination material are the project deliverables which can be found on the BIMEET web side. Further the project participants have been very active in writing scientific conference papers and articles to scientific journals, distributing the new knowledge on building up skills in the area of BIM enabled energy efficiency, which serve academia, research community and industry developers. The BIMEET web site has been strongly supported by the BIMEET platform (Energy BIM portal). Portal as an extensive knowledge base of BIM-EE-related information and a platform for the selected BIM-EE use-cases, as well as two BIMEET eLearning courses. With all the valid content and links to professional blogs, theBIMEET platform has transformed from a Technical Repository towards a Community of Knowledge Management.

Dissemination and Communication activities focus on delivering information through relevant media, engaging external stakeholders, interacting with them, and getting their inputs and feedback. All the partner have been active in dissemination, following their own specific plans. BIMEET twitter account is been used well for topical messages about on-going dissemination activities during a workshop, training, seminar or conference. Communities of Interest in each partner countries were identified early in the project, and they have been contacted in different ways. Two external panel meetings have been held for exchanging ideas on the result of the projects. The final BIMEET seminar focused on introducing key project results and organising a workshop with researchers, stakeholders and BIM-tool developers on the area of managing energy efficiency and LCA in BIM process. The BIMEET trainings provided a way to communicate and test the concepts developed. The impact of diverse dissemination and communication activities are analysed as (1) awareness rising, (2)Creating interest and motivation, (3) Valorizing the substance, (4) Understanding the substance, (5) Learning to master the substance.

D6.5 BIMEET Dissemination and communication report.pdf

D6.7 BIMEET workshops

Executive Summary

As part of Dissemination and Communication activities the BIMEET project partners have been participated or run five workshops. They have been provided valuable insight, common understanding and feedback for project results. This report introduces the workshops discussing the national approaches on the themes of (1) adapting and implementing BIM enables energy performance analyses and (2) BIM learning outcome framework. The main BIMEET workshops have been the Expert Panel workshops. Face-to-faceBIMEET Expert Panel was organised two times. At the start the experts helped the partners with work connecter to WP2: to identify new use cases and to improve the structure of the database to increase its usefulness. Further it gave as well as advice on the content and key stakeholders who could make use the learning outcome framework for BIM and energy efficiency training. Towards the end of the project the Expert Panel gave further guidance on the scope of the BIMEET learning outcomes framework with suggestions for new areas to consider. It also gave a helpful steer on the BIMEET label in respect of its scope and audiences, which are being integrated into the associated BIMEET label business plan.

D6.7 BIMEET Workshops.pdf

D6.8 BIMEET Final seminar

Executive Summary

This report summarizes the two-day final seminar organised at the very end of BIMEET project period (February 20-21, 2020). It highlights 1) the dissemination of BIMEET results towards its External Expert Advisory Board (some were invited), broader Community of Interest (mainly professionals from France for this specific event), and 2) the final wrapping up of BIMEET action, through the sharing of last updates on BIMEET outcomes amongst the partners.

D6.8 BIMEET Final Seminar.pdf

D6.9 Monitoring of energy-related impact of BIMEET

Executive Summary

The report D6.9 introduces the estimated impact of BIMEET project. Monitoring of energy related impact of the activities and results is executed with help of two performance indicators introduced in the Description of Work (DoW) of BIMEET project: (1) Saving of primary energy through energy renovations and (2) increasing use of renewable energy sources in energy renovation projects. The energy related impact is monitored based on impact estimation strategy and the calculation formula introduced in BIMEET DoW, taking participants of BIM-EE-trainings as starting point. By learning new skills and competence on BIM-and EE-processes with related tools, the professionals can take advantage of benefits of integrated building information management in a building or renovation project.

Estimation and forecasting of BIMEET eLearning and the planned BIM-EE-trainings during the year 2020 are included as further impact of executed project activities. Also approaches to impact assessment strategy are discussed such as (1) reliability of the unbroken impact chain between the participants of the trainings and impact performance indicators, and (2) general boundary conditions. Other possible impact performance indicators and the effect of dissemination, knowledge portal, and exploitation arediscussed. Significance of the structured, role-based, matrix of learning objectives (LOs) for BIM-EE-competences is highlighted. Finally, a scenario is introduced, using BIM-EE-portal and labelled trainings (matched with LO's) as future follow-up impact tracking system, showing the importance of good competence and skills of professionals in relation to energy efficiency and renewable energy systems and measures in buildings.

D6.9 Monitoring energy-related impact.pdf


2 Users'Guide, E. C. T. S. "Luxembourg: Publications Office of the European Union." DOI 10 (2015): 87192.
3 CEDEFOP European Centre for the Development of Vocational Training. 2017. Defining, writing and applying learning outcomes. A European Guide Book. Luxembourg: Publications Office of the European Union, 2017. Web-source: < > Referred 20th November 2017.