Greening
3 child terms
 The process of pursuing knowledge and practices with the intention of becoming more environmentally friendly, enhancing decision-making and lifestyle in more ecologically responsible manner, that can lead to environmental protection and sustainability of natural resources for current and future generations. Source: UNESCO UNEVOC (Greening) 2017, Global
| Organisation: | UNESCO UNEVOC , Germany |
| Source: | Greening TVET: A practical guide for TVET institutions (2017) |
| Description: | This Guide is designed to help leaders and practitioners of technical and vocational education and training (TVET) in improving their understanding and implementation of education for sustainable development (ESD) using a whole-institution approach to greening their institutions. Foreword (p.3) |
Child terms
 Green jobsGreen jobs are jobs that contribute to preserving or restoring environmental quality, while also meeting longstanding demands and goals of the labour movement, such as adequate wages, safe working conditions, and workers' rights. (Adapted from UNEP(2008) definition - See below) Source: UNEVOC community
| Organisation: | UNESCO-UNEVOC International Centre, Global |
| Source: | UNEVOC community (2008-2014) |
| Description: | Definitions adapted or created by the UNEVOC community through the former TVETipedia project. The UNEVOC community is composed of more than 3000 experts from all around the world. |
Green jobs are defined as jobs that reduce the environmental impact of enterprises and economic sectors, ultimately to levels that are sustainable. This definition covers work in agriculture, industry, services and administration that contributes to preserving or restoring the quality of the environment while also meeting the criteria for decent work - adequate wages, safe conditions, workers' right, social dialog and social protection. It also covers activities related to both mitigation and adaption to climate change.
This is a working definition. It implies in its inclusivity and breadth that every job can potentially become greener. As time goes on and the transition to a green economy intensifies, what is considered a green job today might not continue to be so regarded. The understanding of green jobs also varies from one country to another. Ultimately, countries will need to compose their own national definitions and set thresholds for practices considered green or non-green. Source: ILO/CEDEFOP 2011, Global
We define green jobs as positions in agriculture, manufacturing, construction, installation, and maintenance, as well as scientific and technical, administrative, and service-related activities, that contribute substantially to preserving or restoring environmental quality. Specifically, but not exclusively, this includes jobs that help to protect and restore ecosystems and biodiversity; reduce energy, materials, and water consumption through high-efficiency and avoidance strategies; de-carbonize the economy; and minimize or altogether avoid generation of all forms of waste and pollution. But green jobs, as we argue below, also need to be good jobs that meet longstanding demands and goals of the labor movement, i.e., adequate wages, safe working conditions, and worker rights, including the right to organize labor unions. Source: UNEP 2008, Global
Green skillsTechnical skills, knowledge, values and attitudes needed in the workforce to develop and support sustainable social, economic and environmental outcomes in business, industry and the community. Source: NCVER 2013, Australia
| Organisation: | National Centre for Vocational Education Research (NCVER), Australia |
| Source: | Glossary of VET (2013 - online version continuously updated, Accessed in Jan. 2016) |
| Description: | The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations.
The glossary is based on 'A glossary of Australian vocational education and training terms' which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added. Website |
Abilities needed to live in, develop and support a society which aims to reduce the negative impact of human activity on the environment. Source: CEDEFOP 2014, Europe
| Organisation: | European Centre for the Development of Vocational Training (CEDEFOP), Europe |
| Source: | Terminology of European education and training policy (2014) |
| Description: | What is the difference between skill gap, skill needs or skill shortage? Is underqualification a synonym for undereducation or underskilling? What is the meaning of green skills?
This multilingual glossary defines 130 key terms used in European education and training policy. An extended and updated version of Terminology of European education and training policy (2008) and Terminology of vocational training policy (2004), it also takes into account new priorities of European Union policy, mainly in skills and competence needs analysis. New definitions have been developed with the cooperation of experts from Cedefop’s research and policy analysis team. Abstract (Website) |
Environmental awareness skills refer to the knowledge, abilities, values and attitudes [in the general population] needed to live in, develop and support a society which reduces the impact of human activity on the environment. These generic ‘green’ skills include the capacity to include environmental concerns alongside others (such performance and safety) in taking decisions, including in the choice of processes and technologies. Source: EU commission (Skills panorama) 2015, Europe
| Organisation: | EU skills panorama, Europe |
| Source: | Glossary (Online repertory - Accessed in January 2016) |
| Description: | Access here the definitions of key skills-related terms and concepts
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Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
Greening TVETGreening TVET is an essential and cross-cutting theme for sustainable development. It refers to the efforts to reorient and reinforce existing TVET institutions and policies in order to reinforce achievement of sustainable development. Thus, greening TVET acknowledges the relationship between sustainable development and green development and clarifies different definitions of green jobs and green skills as well.
{Please refer to UNESCO-UNEVOC Greening TVET guide for more information on Greening TVET
https://unevoc.unesco.org/greening} Source: Majumdar 2010, Global
GTVET comprises economic, ecological and social aspects and thus contributes to sustainable development. It is a cross-cutting issue that plays a role in any occupational sector: in industry, handicraft, agriculture, forestry, fisheries, services and administration. GTVET contributes to the transition to green economies and green societies by providing green competencies in a holistic approach including formal, non-formal and informal learning environments.
(extracted from "International Framework for Action: Greening TVET" (Draft), UNESCO-UNEVOC 2014.)
Greening TVET is including education for ‘green’ economies and ‘green’ societies as a part of TVET qualifications and programmes. Source: UNESCO Bangkok 2016, Asia-pacific
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