Identifying Skill Needs for Green Jobs     VET Reform Strategies for Providing Skills for         Green Jobs and a Sustain...
The Green Transformation       Shrink-         ing       sectors Mitigate Climate           Adapt to Climate     Change Ch...
Vocational Education                                                     VET: skills for bringing                     and ...
The Green       Transformation and the World of                    Work                                                   ...
Integrating Skills into Initial andContinuing VET• Generic Green Skills: needed across occupations  Examples: risk analysi...
ETF Focus Areasa. Promote competences for sustainable   developmentb. Promote methods of identification, forecasting   and...
Early Skills Identification forGreen Jobs• Qualitative approach for understanding changes  in the labour market, resulting...
The Three Stages of Early SkillIdentificationA.Information Gathering and  AnalysisB.Shared AssessmentC.Joint Action Plan
A. Information Gathering andAnalysis• Employment in the sector (stocks and flows)• Enterprise information on their perspec...
B. Shared AssessmentEstablish consensus on central pillars ofanalysis among stakeholders, including:  Present employment s...
B. Shared Assessment (contd.)Relevant stakeholders to be included:    Trade unions    Employer/Industry associations    Re...
B. Shared Assessment (contd.)Provide recommendations for   Type and amount of (green) training, up-   skilling and retrain...
C. Joint Action PlanAn Action Plan should take up therecommendations and propose      Activities (what is to be done),    ...
The Outcome: Options for going           Green
Thank you very much.
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Identifying Skill Needs for Green Jobs

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Presentation of Arne Baumann, ETF expert on sustainable development
at the seminar "Vocational Education and Training Reform Strategies for Providing Skills for Green Jobs and a Sustainable Future" in Kiev on 29-30 November 2012.

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Identifying Skill Needs for Green Jobs

  1. 1. Identifying Skill Needs for Green Jobs VET Reform Strategies for Providing Skills for Green Jobs and a Sustainable Future Kiev, 29-30 November 2012 Arne Baumann European Training Foundation
  2. 2. The Green Transformation Shrink- ing sectors Mitigate Climate Adapt to Climate Change Change within Sectors Change Growth of New Sectors Green Growth
  3. 3. Vocational Education VET: skills for bringing and Training: What about reductions in Role in the Green resource consumption, increases in energy Transformation? efficiency and better protection of the environment (e.g. retrofitting of buildings) Adapt to Climate Mitigate Climate Change ChangeVET: skills forincreasing resilienceto the effects of VET: skills for constant productclimate change (e.g. Green Growth innovation and the ability tosustainable acquire new knowledge within aagriculture) lifelong learning perspective (e.g. renewable energy)
  4. 4. The Green Transformation and the World of Work Revised Competences, e.g.: curriculaGreen Jobs I: • Systems thinking …jobs that Modernised reduce, • Critical reflection pedagogy protect, • Creativity minimise... • Active Citizenship Active schools • Environmental & social Awareness partners Green Jobs II: … jobs in industries that Forward- Skills: reduce, protect, looking skills minimise... • Traditional Skills development Sets policies • Additional Skills • New Skills Sets Access to LLL
  5. 5. Integrating Skills into Initial andContinuing VET• Generic Green Skills: needed across occupations Examples: risk analysis, marketing, consulting, innovation skills Develop already in Initial VET• Specific Green Skills: occupation-specific Examples: erosion control in agriculture, battery maintenance in e-mobility Integrate in specific occupational training, offer up-skilling opportunities in continuing VET
  6. 6. ETF Focus Areasa. Promote competences for sustainable developmentb. Promote methods of identification, forecasting and provision of skills for green jobsc. Make VET schools agents for local sustainable developmentd. Integrate sustainable development issues into entrepreneurial learninge. Develop and use self-assessment indicators as tools to generate awareness and promote ESD in VET
  7. 7. Early Skills Identification forGreen Jobs• Qualitative approach for understanding changes in the labour market, resulting from the green transformation• Short-term to mid-term analysis (5 years)• Focused on a sector or a region, aggregation for arriving at a national picture• Prominent Examples: • Green Forecasting Observatory in France • Sector Skills Councils in the UK
  8. 8. The Three Stages of Early SkillIdentificationA.Information Gathering and AnalysisB.Shared AssessmentC.Joint Action Plan
  9. 9. A. Information Gathering andAnalysis• Employment in the sector (stocks and flows)• Enterprise information on their perspectives for product markets, on work organisation, use of technology, training and skill needs• Review of legislation (especially environmental regulation)• Review of developments in the same sector in other countries• Review of existing education and training provision in and for the sector
  10. 10. B. Shared AssessmentEstablish consensus on central pillars ofanalysis among stakeholders, including: Present employment structure Present and future forces of (green) change Implications for future employment structure
  11. 11. B. Shared Assessment (contd.)Relevant stakeholders to be included: Trade unions Employer/Industry associations Relevant NGOs Chambers of commerce / crafts Training providers / VET Schools Public employment service Relevant regional and national authorities (VET Agency, Ministry of Education, Ministry of Labour etc.)
  12. 12. B. Shared Assessment (contd.)Provide recommendations for Type and amount of (green) training, up- skilling and retraining for current employees Number of new recruits, their required skills profile and their training needs Necessary changes within companies (workplace, work organisation) to be successful in a low-carbon economy
  13. 13. C. Joint Action PlanAn Action Plan should take up therecommendations and propose Activities (what is to be done), Responsibilities (who is doing it) Resources (how is it being funded) A time-frame (when)in relation to each recommendation, with clearcommitments from all stakeholders
  14. 14. The Outcome: Options for going Green
  15. 15. Thank you very much.
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