Content of the module
3.1 Green skills for more sustainable environments
Green skills are the knowledge, abilities, values and attitudes needed to live in, develop and support a sustainable and resource-efficient society. The need to transition towards more environmentally sustainable modes of production and consumption has become imperative, for developed as well as for developing countries (UNIDO, 2022).
This greening of the economy will inevitably change the skills required and the tasks involved in many of the existing occupations.
There are three main ways in which the transition to a green economy affects needed skills:
- structural changes lead to increased demand for some tasks and a decrease for others;
- new economic activity will create new occupations and there will be a need for new skills profiles, qualifications and training frameworks;
- many existing occupations and industries will experience greening changes to tasks within their jobs, and this will require adjustments to the current training and qualification frameworks for these occupations (UNIDO, 2022). Furthermore, four main groups of work tasks are significant for green occupations identified in Engineering and technical skills, science skills, operation management skills and monitoring skills. These skills are especially high in demand with the design, assessment and construction of technology and in the utility sector.
In the year 2012, the International Centre for Technical and Vocational Education and Training (UNEVOC), set out the content of Green Technical Vocational Education and Training (TVET), which includes some crucial elements such as: education that enhances problem-solving skills in the daily lives (skills manage life), education in sustainable development in life and entrepreneurship education. Technical and vocational education play an important role in educating students to raise awareness and gain knowledge about the environment. The acquisition of green skills goes hand in hand with an increased awareness of the use of green technologies. The practice of sustainability is a crucial element in training students to be more responsible for preserving the Earth for future generations.
Pavlova (2013) states in their review research that green-skill elements should be included in technical and vocational education, which will bring the following benefits: adding value to life, not harming the environment, holding on to science and technology, and obeying the law and integrity in carrying out tasks in the daily lives, among others.
Diep and Hartmann (2016) say that climate change is worrying as the problem of global warming requires urgent solutions, and they noted that today sustainable development plays a very important role in all areas of life including technical and vocational fields. Thus, the field of Technical and vocational education can be a tool to minimise the effects of global warming by providing an environment-conscious culture. Elements of sustainability or green skills should be included in the curricula of schools, universities and skills training centres to provide human resources that are conscious of the environment. The technical and vocational education, through a greater sustainability-related curriculum, plays a crucial role in educating students to be aware of the environment.
However, it has now become of utmost importance the provision of an education that contain green elements such as Green economy, Green technology and green skills. Educational institutions that adopt green skills and sustainable development elements in the courses will produce a workforce that is competent and able to contribute to the preservation of the environment in the long term.
3.2 Green skills promoting sustainable practices
In the face of the climate emergency of recent years there is also a need to consider how green skills can be helpful and how TVET[1] programs can deal with environmental challenges. In particular, UNESCO has prioritised seeking to change public VET so that it is more inclusive of women, disadvantaged youths, migrants/refugees and people living with disabilities, in order to make VET more just in terms of access (UNESCO, 2012). Furthermore, is to be considered that most of the VET are being supported by government and donors which practices are accelerating the climate emergency. From this perspective, VET needs to be more engaging, posing critical questions that outline the complex nature of a green-mindset. VET responses that can help current and future workers reduce waste and pollution, go throught the adquisition of new, modernised skills and perspectives in most cases.
In these contexts of risk, VET needs new ways to think about learning. In fact, Shyamal Majumdar, ex director of UNESCO-UNEVOC proposed five different approaches for greening VET:
- Green Campus 🡪 If a VET centre aims to spread green ideals and skills, its working environment must also be sustainable and green
- Green curriculum 🡪 VET has a duty to produce and deliver sustainable programmes to acquire the necessary skills to achieve green occupations
- Green community 🡪 to go beyond the traditional confines of public VET institutions to consider in which way they can work with their local communities to spread sustainable practices.
- Green research 🡪 VET centers have to be leaders for new sustainable development researche
- Green culture 🡪 Raise awareness in each field of society about green approaches and skills.
(Info source: https://slidetodoc.com/green-energy-initiatives-of-the-east-asiaoceania-region/ ; canva version editable to all languages: https://www.canva.com/design/DAFxvHYVv-w/ORpSFI1hy1HK5O_2Ud31gw/edit?utm_content=DAFxvHYVv-w&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton )
3.3 Identifying green skills in different sectors
In responding to the challenges of sustainable development, institutions need to plan and act locally whilst still benefitting from and contributing to national skills strategies. Despite all, VET must continue to prepare future workers in the formal sector; however, we also need to be much more aware about what the VET sector, and , other educational configurations, do to support the skills needs of those who are working or will work in the informal sector, in social enterprises and more. Anyway, UNESCO-UNEVOC has as always been at the forefront of promoting awareness and learning of green skills within VET. This need has been pointed out in the Strategic Plan 2018-2020 in which UNESCO-UNEVOC aims to foster the transition to green economies and sustainable practices (UNESCO-UNEVOC 2018: 11), also TVET has to provide individuals with the right skills and knowledge in order to promote green economies (UNESCO-UNEVOC 2017: 18).
From a conceptual perspective, this means that VET went through a significant change. From the narrow task of providing training for industry and occupation-specific skills it has broadened its endeavours to include workforce development, lifelong learning for sustainable development, developing skills for decent jobs and inclusive growth as well as responsible global citizenship (UNESCO-UNEVOC, 2017).
It has already been stated what are green skills- knowing that they are those skills that enable the environmental sustainability perspective and action on economic activities. When we talk about green skills we need to think about green jobs which represent those jobs where green skills are essentials. In the chart below we can identify which are the sectors where most of green skills are used:
Indeed, the use of green skills in jobs’ sectors depend on sector and country but mostly, as already said, they are employed in the green jobs. Several definitions of green jobs exist, for instance, the International Labour Organization (ILO) states that Green jobs are decent jobs that contribute to preserving or restoring the environment, be they in traditional sectors such as manufacturing and construction, or in new, emerging green sectors such as renewable energy and energy efficiency (ILO, 2019).
3.4: Evaluating VET courses to identify gaps and areas where green skills can be included effectively.
A general framework for evaluating VET (Vocational Education and Training) courses to identify gaps and suggest areas where green skills can be included effectively. Here's a step-by-step approach you can follow:
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- Review the Existing Course Content: Obtain the course materials, syllabus, and any available documentation for the VET course you want to evaluate.
- Identify the Current Skills Covered: Analyze the course content to determine the skills and competencies that are currently being taught. Make a comprehensive list of these skills.
- Research Green Skills Frameworks: Explore established green skills frameworks and guidelines. Examples include the European Commission's ESCO (European Skills, Competences, Qualifications, and Occupations) framework, the United Nations' Sustainable Development Goals (SDGs), and national sustainability strategies.
- Identify Relevant Green Skills: Cross-reference the existing skills list from Step 2 with the green skills frameworks. Identify any green skills that are missing or underrepresented in the current course content.
- Identify Knowledge Gaps: Determine areas where knowledge gaps exist in relation to green skills. This involves comparing the existing course content to the knowledge, principles, and practices associated with sustainable development, environmental protection, and resource efficiency.
- Incorporate Green Skills: Based on the identified gaps, develop a plan to incorporate green skills effectively into the VET course. This may involve revising existing modules, adding new modules, or integrating green skills across the entire course.
- Assess Learning Outcomes: Define measurable learning outcomes for the green skills that are to be included in the course. Ensure that the outcomes are aligned with the overall objectives of the VET program and the needs of the industry or sector.
- Develop Learning Resources: Create or curate learning resources that support the teaching of green skills. This may include textbooks, case studies, interactive exercises, simulations, or online resources related to sustainability and environmental practices.
- Integrate Practical Applications: Identify opportunities to incorporate practical applications of green skills into the course. This can include hands-on activities, field visits, work placements, or projects that allow students to apply their knowledge in real-world settings.
- Continual Evaluation and Improvement: Regularly review and evaluate the effectiveness of the updated course content. Seek feedback from students, instructors, and industry experts to identify further areas of improvement and make adjustments as needed.
Remember, this is a general framework, and the specific evaluation process may vary depending on the nature and content of the course and your local context.
3.5: Implementing effective delivery methods for green skills training
Implementing effective delivery methods for green skills training involves creating engaging and practical learning experiences. Here are some strategies to incorporate practical training, experiential learning, case studies, and simulations into your green skills training program:
1. Practical Training:
- Field Visits: Organize visits to sustainable businesses, renewable energy installations, eco-friendly manufacturing facilities, or sustainable agriculture practices to provide hands-on exposure to green practices.
- Workshops and Demonstrations: Conduct practical workshops where participants can learn and practice skills such as energy auditing, waste management, sustainable construction, or organic farming.
- Skill Labs: Set up dedicated skill labs with appropriate tools, equipment, and materials to allow learners to practice green skills in a controlled environment.
2. Experiential Learning:
- Project-Based Learning: Assign learners real-world projects that require them to apply green skills in solving sustainability challenges. This can include designing energy-efficient systems, developing waste reduction plans, or creating sustainable business models.
- Internships and Apprenticeships: Facilitate opportunities for learners to work with sustainability-focused organizations or professionals. This allows them to gain hands-on experience and mentorship in a real work setting.
- Role-Playing and Simulations: Create scenarios or simulations where learners can experience decision-making processes related to sustainability issues. This can include simulations of environmental impact assessments, green procurement processes, or sustainable supply chain management.
3. Case Studies:
- Real-World Examples: Present case studies of organizations or projects that have successfully implemented green practices. Analyze their strategies, challenges, and outcomes to provide learners with practical insights and lessons learned.
- Group Discussions: Engage learners in discussions and debates around case studies related to green skills. Encourage critical thinking, problem-solving, and collaborative decision-making to explore sustainable solutions.
4. Simulations:
- Virtual Simulations: Utilize virtual reality (VR) or computer-based simulations to create immersive and interactive learning experiences. Simulate scenarios like energy management, sustainable urban planning, or environmental impact assessments.
- Online Platforms and Serious Games: Utilize online platforms or serious games that focus on sustainability and green skills development. These platforms often provide interactive modules, quizzes, and challenges to enhance learner engagement and knowledge retention.
It's important to design a blended learning approach that combines suitable delivery methods effectively. Consider learners' needs, the availability of resources, and the specific green skills being taught when determining the most suitable mix of practical training, experiential learning, case studies, and simulations. Regularly assess the effectiveness of the delivery methods through learner feedback and make adjustments as necessary to optimize the learning experience.
3.6: Evaluating green skills training programs
Evaluating the effectiveness of green skills training programs and assessing the impact and outcomes of green skills training initiatives is crucial for measuring their success and identifying areas for improvement. Here are some steps you can take to learn how to evaluate and assess the effectiveness of such programs:
1. Understand Evaluation Frameworks: Familiarize yourself with evaluation frameworks and methodologies commonly used in assessing training programs. Examples include the Kirkpatrick Model, the Phillips ROI Methodology, and the Success Case Method.
2. Determine Evaluation Objectives: Clarify the specific objectives of your evaluation. Are you assessing the effectiveness of a particular training program, measuring the impact on learners, or evaluating the overall outcomes of green skills training initiatives? Clearly define your evaluation goals and what you aim to measure.
3. Define Evaluation Indicators: Identify key performance indicators (KPIs) that align with your evaluation objectives. These indicators can include changes in knowledge, skills, attitudes, behavior, and organizational outcomes resulting from the training. Consider both short-term and long-term impacts.
4. Collect Data: Develop a data collection plan and select appropriate methods to gather relevant information. This can include surveys, interviews, focus groups, observation, and document analysis. Determine the sample size and sampling techniques that best suit your evaluation scope.
5. Design Evaluation Tools: Create evaluation tools such as surveys, questionnaires, or interview guides to collect data from participants, trainers, and stakeholders. Ensure that your tools align with the evaluation objectives and capture the intended information effectively.
6. Implement Data Collection: Conduct the data collection process, ensuring that participants and stakeholders understand the purpose and confidentiality of the evaluation. Administer surveys, conduct interviews, and collect relevant documents or records related to the training program.
7. Analyze Data: Analyze the collected data using appropriate qualitative and quantitative analysis methods. Use statistical software, thematic analysis, or other suitable techniques to identify patterns, trends, and insights in the data.
8. Assess Impact and Outcomes: Evaluate the impact and outcomes of the green skills training program based on the data analysis. Compare the results against the defined evaluation indicators and assess the extent to which the training has achieved its objectives.
9. Draw Conclusions and Make Recommendations: Based on the evaluation findings, draw conclusions about the effectiveness of the training program and its impact on learners and organisations. Identify strengths, weaknesses, and areas for improvement. Develop recommendations for enhancing future training initiatives.
10. Communicate Results: Prepare a comprehensive evaluation report summarising the findings, conclusions, and recommendations. Share the report with relevant stakeholders, such as training program managers, policymakers, and funders. Present the results in a clear and concise manner, highlighting the key insights and actionable recommendations.
11. Continual Improvement: Use the evaluation results as a basis for continuous improvement of green skills training programs. Incorporate the recommendations into future program designs, delivery methods, and content to enhance the overall effectiveness and impact of the training initiatives.
Learning and mastering the evaluation process often requires practical experience and exposure to evaluation methodologies. Consider seeking professional development opportunities, attending workshops, or collaborating with experienced evaluators to enhance your skills in evaluating green skills training programs effectively.