Greening TVET – a world perspective
Greening TVET – Environmental Changes Needed – A World Perspective
Peter Holden – Director of International
TAFE Directors Australia
UNESCO-UNEVOC WorldSkills Leipzig 2013
Objectives of presentation
• Current developments in Greening TVET worldwide
• Australia as a case study
• What is needed to enhance the uptake of green skills?
• Conclusion
Action across the world – a snapshot
• Decade of Education for Sustainable Development (2005-2014)
• National Centre for Sustainability, Swinburne University,
•
•
•
•
•
Australia – work in TVET – 2001+
Guidelines and Recommendations for Reorienting Teacher
Education to address Sustainability – France 2005
ARIES – Research work in Australia 2004 +
Mainstreaming Environment and Sustainability in Africa (MESA)
Universities Partnership Education for Sustainable Development
Innovations Course Toolkit – UNEP 2006
Australian Government - The Green Skills Agreement (GSA) –
2009
Bonn Declaration at UNESCO World Conference in Germany 2009
An Agreement between the Australian Government and the state and territory governments
Actions around the world - 2
• University of Gloucestershire online resource: Education for
•
•
•
•
Sustainability in Higher Education – 2011
Education for Sustainable Development Country Guidelines for
Changing the Climate of Teacher Education to Address Sustainability:
Putting Transformative Education into Practice- Jakarta 2011
Learning for the Future – Competences for Education for Sustainable
Development – UNESCO 2012
Greening TVET for Sustainable Development – e Forum 2012
Networks established across the world including UNEVOC Network,
SEED, AASHE, Forum for the Future, ACTS, The International
Sustainable Campus Network (ISCN), International Green Skills
Network, Sustainable Development Action Networks etc
Current thinking in Greening TVET - 1
• Greening TVET not only about green jobs and greening TVET
•
•
•
•
concepts but it should also incorporate societal and cultural
aspects
TVET should not only impart technical and specialized
knowledge but also develop systemic thinking and acting, values
for sustainability and attitudinal change
To achieve these competencies teachers have to allow students
to develop independence and a degree of responsibility – EfS
principles
TVET should provide individuals with the knowledge, skills and
competencies that will enable them to participate in social
change
TVET should promote a culture of economically, environmentally
and socially sustainable development as a central feature
Current thinking in Greening TVET - 2
• A model for greening TVET with five central working
areas:
• a green campus for training in – a living laboratory
• a green technology programme to provide the skills needed for
clean and green jobs
• a green community – extending sustainability beyond the campus
• a green research culture
• a green culture within the organisation
Adapted from:
Greening TVET: Connecting the Dots in TVET for Sustainable
Development by Prof. Shyamal Majumdar, Ph.D.
Australia as a case study
• COAG Green Skills Agreement
• The International Green Skills Network
• Seed funded through Australian Federal
•
•
•
•
Government – The Skills for the Carbon
Challenge
Based on a strict set of criteria for
membership
Launched September 2012
30% of TAFE in Australia are members and
more each week
Established links with other international
networks – China, USA and Europe
Purpose of
IGSN:
‘transition to
best practice
green skills
integration in
learning and
teaching’
National uptake of Green Skills
Green Skills/ energy efficiency training enrolments (Aust 2008 – 2010)
Source NCVER Students and courses database)
What is needed?
• TVET should work more closely with businesses with good
•
•
•
•
•
•
Corporate Social Responsibility to learn from them
Increase awareness of new innovations and research outcomes
regarding green TVET issues
Improve communication between green TVET experts and technical
subject experts
Develop more experts in the field of green TVET
Improve teacher training and professional development
Continuously invest in up-to-date teaching resources to support
Education for Sustainability
Commitment at all levels of educational institutes to greening TVET
In conclusion
• A range of successful activities have enhanced the
process of Greening TVET
• Decade of Education for Sustainable Development (20052014) has had a significant impact
• There is still more to be done
• ‘Green’ is a great vehicle for change and innovation
Contacts
THANK YOU
Peter Holden – TAFE Directors Australia
Director for International
Email: pholden@tda.edu.au
Telephone +61 2 9217 3180
Linda Condon -- TAFE Directors Australia
Director International Green Skills Network
Email: lcondon@tda.edu.au
Telephone: + 61 2 9217 3180
Mobile +61 (0) 410 569 364
Facsimile: + 61 2 9281 7335|
Website: www.tda.edu.au