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. The Green Transformation Shrink- ing sectors Mitigate
Climate Adapt to Climate Change Change within Sectors Change Growth
of New Sectors Green Growth
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. 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. 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. 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. 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. The Three Stages of Early SkillIdentificationA.Information
Gathering and AnalysisB.Shared AssessmentC.Joint Action Plan
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. 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. 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. 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. 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