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Greening Curricula and Training

Globally, the transition to greener economies will have significant structural implications on economic sectors. The International Labour Organization (ILO) has developed several scenarios to assess the potential impact of the transition. For example, the energy sustainability scenario (2°C increase by 2030 as opposed to a 6°C increase that would happen under ‘business-as-usual’ conditions) estimates that almost 25 million jobs will be created and nearly 7 million lost globally (ILO, 2019). Of the 7 million lost jobs, 5 million can be reclaimed through labour reallocation, while around 2 million will require reskilling in other occupations (ILO, 2019). The scenario also points to massive investment requirements to train workers in the skills required for close to 20 million new jobs.

Understanding the impact of transition

To better understand which jobs will be created, changed and lost, each country needs to undertake a sector-by-sector analysis. The first step towards embedding sustainability in curricula and training therefore needs to start by looking at the impact the transition to greener economies has on economic sectors, and understanding the sectors that are affected. The second consideration will be to know the types of jobs that will be created, changed, and lost.

While all sectors will be impacted by the transition towards greener economies, some may experience greater changes than others. Jobs in high greenhouse gas emitting sectors have the potential to undergo substantial changes.


Knowing the skills demand

Advancement in green technologies and the decrease of high emission industries means that new jobs will emerge and existing profiles will be modified. Either way, workers will need to have the right skills to meet the needs of these changing and emerging job profiles.

Mainstreaming SD in instruction

The TVET sector must not only ensure that its curricula and standards are in line with today’s green skills needs, but it must also reflect these changes in the pedagogical strategies used, which must be underpinned by attitudinal changes in learners, trainers and communities.

Traditional instruction methods – such as lecture-driven delivery – are inadequate to equip learners with the required competencies. UNESCO (2006) highlights some of the considerations that should be factored in when developing pedagogical strategies to teach about sustainable development, including:

  • Interdisciplinary and holistic. Learning for sustainable development should be embedded in the whole curriculum and should be interdisciplinary
  • Values-driven. Teaching about sustainable development should make clear the shared values and principles underpinning it
  • Critical thinking and problem solving. Teaching about sustainable development should harness students’ critical thinking and problem solving skills
  • Multi-method. Pedagogical strategies should try to incorporate multiple methods so as to be able to cater to different learning styles
  • Participatory decision-making. Learners should actively participate in decisions that affect their education and training
  • Applicability. Pedagogical strategies should try to offer learning experiences that are applicable to work and life
  • Locally relevant. Topics should focus on local and global issues, and should be taught in the language most common to learners



Greening TVET


Advocacy


Capacity Building

For information on any of the above activities, contact the Greening TVET team at unevoc.greeningtvet(at)unesco.org





 

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