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.

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 Change
VET: skills for
increasing resilience
to the effects of
VET: skills for constant product
climate change (e.g. Green Growth innovation and the ability to
sustainable
acquire new knowledge within a
agriculture)
lifelong learning perspective
(e.g. renewable energy)

4. The Green
Transformation and the World of
Work
Revised
Competences, e.g.: curricula
Green 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 and
Continuing 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 Areas
a. Promote competences for sustainable
development
b. Promote methods of identification, forecasting
and provision of skills for green jobs
c. Make VET schools agents for local
sustainable development
d. Integrate sustainable development issues into
entrepreneurial learning
e. Develop and use self-assessment indicators
as tools to generate awareness and promote
ESD in VET

7. Early Skills Identification for
Green 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 Skill
Identification
A.Information Gathering and
Analysis
B.Shared Assessment
C.Joint Action Plan

9. A. Information Gathering and
Analysis
• 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 Assessment
Establish consensus on central pillars of
analysis 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 Plan
An Action Plan should take up the
recommendations 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 clear
commitments from all stakeholders

14. The Outcome: Options for going
Green

15. Thank you very much.