Green skills in formal TVET: a reflection on international studies - Dr. Margarita Pavlova Director, UNESCO-UNEVOC Centre (Hong Kong)
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Green skills in formal TVET:
a reflection
on international studies
Dr. Margarita Pavlova
Director, UNESCO-UNEVOC Centre (Hong Kong)
Beijing, 26 October 2014
Three points and the context • Processes and reasons for greening TVET • Holistic approach for greening • Green indicators for vocational training providers (VTPs), modules and teacher education
Green growth focus International reports on green growth mainly focus on: •justifying the need for green growth strategies; •required policy frameworks for promoting transition towards green growth; •delivering on green growth priorities; •measuring progress; •structural change; •drivers of skills and occupational change; •changing and emerging occupations; •classification of green skills; and •job creation potential (e.g. OECD, 2011; ILO, 2011; UN, 2010).
Education and training
responses
The ILO Global Report (2011) - in many developing countries
governments and formal TVET have not yet responded to skill
challenges associated with environmental issues and climate
change.
USA (NCWE&AED, 2011) - on good practices of TVET colleges
CEDEFOP (2012) - a lack of demand and a slow pace in the
development of new qualifications which prevents learning
providers from developing new learning content.Asia -Pacific Region
TVET priorities of developed,
developing and least-developed
countries of Asia and the Pacific region
1.Policy
2.Access
3.Relevance
4.Monitoring
Source: Cinien et al (2009)1. Processes - Skills gaps
Green skills Current Purpose Future gaps
gaps of TVET
greening
All Nominal ‘TVET for Potentially significant due to governments’
occupations life’ initiatives such as the National action Plan for
(e.g. Haritha Lanka Program (Sri Lanka) (National
hospitality, Council for Sustainable Development, 2009),
apparel, The Viet Nam Sustainable Development
transport, Strategy for 2011-2020 (Viet Nam Government,
construction) 2012), The Viet Nam National Green Growth
Strategy (Viet Nam Government, 2012)
Green Is ‘TVET for Visible
occupations recognized work”
(e.g. clean
energy, green
transport)Focus: TVET institutions Reasons for greening TVET • International training standards used by vocational training providers (VTPs) often include environmental protection issues • Environmental legislation (e.g., emission control systems) • Rules and regulations in an industry sector (e.g. in training for the hospitality sector - hygiene in food preparation; security in a hotel includes environmental protection) • New occupations (e.g., specialised green skills - eco- tourism is one of the subjects in a tour guide specialisation). • VTPs’ initiatives (e.g., introduction of a hybrid engine module into curriculum; setting start-up teams to develop technologies to deal with environmental concerns) • Government initiatives
2. Greening of VTPs – a holistic
approach
Attitude change
Teaching and learning Green campus
and extra-
curricula
activities
Content Pedagogy
Generic Specific Learner-oriented
green green including
skills skills workplace
learning + links
with communityCore generic green skills
• The first approach proposes main core skills necessary for green jobs. Following
the framework developed by OECD (2013) the list of generic green skills suggested
by ILO (2011) could be classified as follows:
• cognitive competencies
– environmental awareness and a willingness to learn about sustainable development;
– systems and risk analysis skills to assess, interpret, and understand both the need for change and the
measures required;
– innovation skills to identify opportunities and create new strategies to respond to green challenges;
• interpersonal skills and technological skills
– strategic and leadership skills to enable policymakers and business executives to set the right
incentives and create conditions conducive to cleaner production, cleaner transportation, etc.;
– coordination, management and business skills to facilitate holistic and interdisciplinary approaches
that encompass economic, social and ecological objectives;
– communication and negotiation skills to discuss conflicting interests in complex contexts;
– marketing skills to promote greener products and services;
– networking, IT and language skills to enable participation in global markets; consulting skills to advise
consumers about green solutions and to spread the use of green technologies;
• intrapersonal competencies
– adaptability and transferable skills to enable workers to learn and apply the new technologies and
processes required to green their jobs;
– entrepreneurial skills to seize the opportunities of low-carbon technologies.
*ILO core green skills classified by the author under generic competencies‘Green processes’ generic skills The second approach suggests the following list of generic green skills (they are related to processes similar across different sectors): •quantification and monitoring (waste, energy, water); •management systems (waste, energy, water); •procurement and selection; •material use and impact quantification; •impact and use minimisation; •impact assessment; and •risk management. These ‘green processes generic skills’ were collated based on the greening approaches utilized in Denmark, Germany, UK, and USA (Per Capita, 2010).
3. Modules as indicators - ETF Curriculum modules and pedagogy modules The following relationships between stages of greening VTPs and modules are proposed: Stage 0 - corresponds 0 modules implemented, stage 1 - one, stage 2 – two, stage 3 - five, stage 4 – seven, stage 5 - nine modules.
Suggested content modules
Stages modules Overall purpose Contexts Main focus
Stage 1 1 Identify issues Global, Knowledge
social
Stage 2 1+ 2 Identifying Social Knowledge
issues and
understanding
Stage 3 1-2 + 3& 4 Explaining Social Understanding
issues
Stage 4 1-4 + 5 Using on the Personal, Attitudes &
basis of social behaviour
evidence
Stage 5 1-5 + 6 & 7 Using on the Personal, Attitudes &
basis of social; behaviour
evidence social, global
[1]
Social contexts relates to communities where students live and to industry and
enterprises where the component of workplace learning occurs.Content modules
Mod Rationale Outcomes (students are expect to) Content Suggested Forms of reporting
ule /need pedagogy
1 Increase Knowledge and understanding: Issues such as Poverty, Teacher Written and oral reports,
awareness of Develop awareness and sensitivity about existing and distribution and unsustainable presentations Power Point Presentations,
SD and green emerging SD issues and challenges use of resources, social and on the main results of debates;
growth issues Skills/Competencies: environmental justice, gender issues; Analysis of media
Classify range of SD issues within environmental, social and inequality, disparities between class/group publications; reflective
economic dimensions; rural and urban development, discussions journal
Able clearly articulate main SD and green economy loss of cultural heritage and
challenges at the local and global levels biological diversity, climate
change and exposure to disaster
and risk
6 Make a Knowledge and understanding: Issues to be covered in Action projects Folios that presents results
workplace Understand issues to be covered in a workplace workplace evaluation; (together with of students investigations;
greener evaluation; Practices evaluation on the mentors or Records of students’
Understand the ways the life cycle analysis and principles basis of the life cycle analysis environmental involvement with industry
of a closed loop can be applied for the workplace and principles of a closed loop; officers) mentors or environmental
assessment Practices appropriate for a officers to discuss the
Skills and competencies: specific workplace that could results of investigation
Develop evaluation sheet to examine existing practices at reduce emission, energy and a suggested action
the workplace through the life cycle analysis; consumption and protect plan
Carry out environmental inventory at the workplace; environment
Identify risk and management processes at workplace;
Monitor and participate in existing environmentally
sustainable work practices (and implement new if
appropriate);
Able to communicate and collect information;
Present findings in an investigation folio
Share the results of their analysis with the enterprise to
show possible ways for improvement/ or demonstrate
the ideas and practice that they have learntClassification of pedagogy modules
Extracurricular activities
Formal school-based learning Workplace learning
(informal)
interactive independent interactive independent interactive independent
Action
Action
Individual projects
Class/group projects Individual
research (community,
discussions (workplace) research
other VET
schools)
Problem-
Interdisciplinary Student clubs
based
learning at VET schools
learning
Team
projectsModules include: • Rationale • Benefits for students/outcomes (students are able to do) • Points to consider (pedagogy) • Suggested teaching content modules
General principles and understandings about student- centred learning that underpins each module Learning is seen as: •Meaningful – in a sense that it is connected to earlier knowledge and corresponds to the real needs of individuals, society and humankind. •Deep – in the sense that justifications for knowledge are actively sought after, and consequences for knowledge are tested theoretically and empirically. •Transformative – in the sense that it surpasses earlier knowledge and expertise, and can be used to solve real problems by reframing them and seeing them from different perspectives. •Metacognitive – in the sense that ways of monitoring and promoting one’s own learning are achieved (Åhlberg, 2003).
Teacher education - RAVTE network • The RAVTE was established to support integrating processes in the ASEAN region (The Association of Southeast Asian Nations) that by 2015 intends to transform into the region with ‘free movement of goods, services, investment, skilled labour, and freer flow of capital’ . • Human resources development, capacity building and recognition of professional qualifications are among the areas of cooperation for the ASEAN countries. • The mission of RAVTE is “to support vocational personnel development in order to enhance TVET quality and efficiency as well as foster the on-going integration activities and developments in East and Southeast Asian countries” . • Currently more than 15 universities from 8 ASEAN countries are the members of the RAVTE.
The UNESCO-UNEVOC Centre in
Hong Kong
Teachers and practitioners are the key change agents
Two Vocational and Technical Education program areas:
•Bachelor of Education (Honours) Professional & Vocational
Education (BEd Hons, PVE) – 3 years part-time (in Cantonese)
•Postgraduate Diploma in Education Professional and
Vocational Education (PGDE, PVE) - 2 years part-time (in
English)Master of Education (MEd)
(TVET)
• The purpose of this program is to provide
master-level professional development
opportunities for practitioners in TVET.
• The aim is to provide high quality award study
opportunity and supervision at master level for
practitioners in TVET, to enhance their
knowledge, sensitivity and capacity to work in
a fully professional manner in the context of
the growing ASEAN cooperation and increasing
challenges posed by environmental issues.Structure of the program, HKIEd
Modules Credit Delivery location
points
Core courses 6
Introduction to research methods 3 1 week intensive, First summer sem,
HKIED
Educational Reform and development in Global 3 1 week intensive, First summer sem,
Context HKIED
Specialisation 12
Leading organisational change 3 On-line
Contemporary issues in TVET in Asia and the 3 1 week intensive, Second summer
Pacific sem, HKIED
Green skills: formulation and development 3 1 week intensive, Second summer
sem, HKIED
Pedagogical issues and curriculum development 3 On-line
Research project 6 Workplaces in China, supervised by
Chinese partners, on-line
consultations with HKIEd
24 CPConclusions • The attitude ‘growth first and greening later’ does not work (WB, 2012), therefore economic and social development should go hand-in- hand with greening. • Skills development that is required for green growth presents a challenge for governments worldwide. • International experience demonstrates that VTPs could play a significant leadership role in meeting the social and economic needs of greening. • VTPs need to integrate green concepts and processes into the curricula (generic and specific green skills, change in pedagogy, attitudes development) and to green campuses thereby preparing workers for new, changed or emerging jobs in greening economies. • Capacity building is required for managers and trainers.
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