Swinburne
TAESUS501A Analyse and Apply
Sustainability Skills to Learning
Programs
Swinburne
Welcome and Introduction
TAESUS501A Analyse and apply
sustainability skills to learning
programs
• Element 1 – Research sustainability skill
requirements of an industry area
• Element 2 – Determine sustainability skills
relevant to training
• Element 3 – Customise program to incorporate
sustainability skills
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Objectives of two- day workshop
At the end of this workshop, you should know how to:
> identify relevant sustainability issues and impacts of an industry
area and be familiar with current and emerging practices in
relation to sustainability within that industry
> cite key initiatives and policy related to sustainability skills in
Australia
> research sustainability skill requirements of an industry area
> identify specialist sustainability practitioners
> analyse and document relevant and potential sustainability skills
in a training specification
> customise a learning program to incorporate sustainability
skills
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and applying Education for Sustainability principles.
Introductions
•
•
•
Your name
Your industry area
What is your secret to a good life?
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Sustainability – issues and impacts
World Café Activity
What is sustainability?
There are many definitions of sustainability.
In a group, develop your own definition of sustainability: key
words, concepts, principles. Appoint a scribe.
Scribe stays with your ideas, others swap to another scribe.
Rework, fill in gaps from previous group.
Report back to the whole group.
Form a definition that satisfies the whole group.
Sustainability issues and Impacts for industry
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Activity – Life cycle analysis (LCA)
Choose an item/material from your
industry.
Use LCA template to trace its
history and future.
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Sustainability issues and Impacts for industry
Sustainability implications for VET?
Group discussion
What are the sustainability issues and impacts
in my industry?
What are the relevant sustainability skills
required?
What are the implications of these for the VET
sector?
Overview of today
Sustainability skills – Key initiatives
and policy
Drivers of change.
Policy background – key initiatives.
Emerging green skills in your industry.
Sustainability skills in industry.
Low scientific and ecoliteracy in community
….the science of climate
change…..
All new graduates
need sustainability
skills and knowledge..
TERTIARY EDUCATION
FOR SUSTAINABILITY
CONTEXT
Huge demand for
sustainability skills
and knowledge…for
transition to a lowcarbon future…
All existing workers
also need upskilling:
sustainability skills and
knowledge…
All courses
need to
embed
sustainability
whether
hairdressers
or architects…
We need to
provide skill
transition
packages for
carbon intensive
trades and
professions….
Key Initiatives - Australia
Green Skills Agreement (2009)
Living Sustainably, National Action Plan for
Education for Sustainability (DEWHA, 2009)
National VET Sector Sustainability Policy &
Action Plan (2009)
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National Green Skills Agreement
We need Australian trades and professions trained and
educated in sustainability
Primary objectives:
1. Develop national standards for skills for sustainability
instruction
2. Revise training packages to incorporate skills for
sustainability
3. Upskill vocational education and training (VET)
teachers and instructors to deliver skills for
sustainability
4. Support vulnerable workers through the transition to a
low-carbon economy.
Sustainability skills – Why now?
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Green Skills Agreement – Group activity
1. What are the implications of this Agreement for your
industry?
2. What are the implications of ‘values and attitudes’ for
yourself as an educator/your training organisation?
3. Provide some examples of how we can teach values
and attitudes for sustainability in your industry sector.
4. List barriers for your industry in implementation.
Describe some ways you and your training organisation
could address these barriers.
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Drivers for industry
•
•
•
•
•
Cost savings through eco-efficiencies
Changing consumer sentiment
Innovation and business opportunities
Economic costs of climate change
Corporate social responsibility/triple bottom
line
• Others?
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Sustainability skills and industry
Sustainability implications for VET?
Group discussion
How will sustainability impact the VET sector?
How will it affect your role as an educator?
What are your reflections/thoughts so far?
Sustainability skills – Why now?
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Four main labour market adjustments will occur during the
transition to a sustainable economy:
1. New job creation.
2. Job substitution.
3. Realignment or transformation of many existing
jobs.
4. Some existing jobs may be eliminated.
United Nations Environment Program (UNEP)
Sustainability skills and industry
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Activity – Visualising the future
Imagine your industry in five years time in a sustainable
future.
• What new practices might emerge as the industry
becomes more sustainable?
• What sustainability skills, knowledge, values and attitudes
will workers need to support new practices?
• How might they develop these new skills?
• What are the steps or changes that will take the industry
there?
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Activity: Identify industry legislation, standards and codes of
practice that apply to your VET industry context.
 social
 environmental
 economic.
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Group Activity – Identify expert sustainability
practitioners in your industry area
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Who are the sustainability experts in your area? How do
you know? Use the internet/brainstorm
• Industry Skills Council
• peak industry groups
• international industry groups
• industry/VET contacts at TAFEs and universities
• state and federal government departments
• local government – sustainability officers
• independent agencies, e.g. Choice, PA, environmental
watchdogs
• colleagues and personal networks.
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Identifying sustainability skills
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Teaching effectively to create the
change we need …
Activity – What constitutes effective learning?
In pairs/a group, brainstorm the following questions
and record:
• Drawing from your own VET practice or other
teaching experience, what do you do well as a
teacher/facilitator?
• How do you know good learning is taking place?
• What are some characteristics of engaged
learning?
• What are some characteristics of student
disengagement with learning?
Education in the 21st century….
Life-long requiring:
• high level of creativity
• critical thinking
• decision-making skills
• adaptability and flexibility
• effective information retrieval and evaluation
• holistic/systemic learning: seeing the
connections
• education for a sustainable future.
Principles of EfS
• transformation and change
• envisioning a better future
• critical thinking and reflection
• participation
• partnerships for change
• systems thinking
• education for all and lifelong learning
(Source: Living Sustainably: National Action Plan)
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Applying Education for
Sustainability in VET
Applying EfS principles and tools:
Of the 7 EfS principles, three in particular provide a range
of useful tools for EfS ‘classrooms’:
• envisioning a better future
• critical thinking and reflection
• systems thinking.
Sustainability implications for VET?
Reflection and Discussion
How do we create an enabling environment for
transformational learning?
How might we teach differently to create
change?
A simple approach to embedding sustainability skills
and applying EfS into a unit of competency
1.
Select a unit of competency, or part of a unit, that you are teaching
or would like to develop.
2.
Critique the unit for the key sustainability skills content and EfS
pedagogies. Consider where the unit lends itself to embedding
sustainability skills and EfS.
3.
Use the information from point 2 to begin to develop the embedding
of relevant sustainability skills content and EfS principles/tools into
the unit.
4.
Research and identify useful resources from the EfS web and
printed resources, vocationally specific best practice and resources
relevant to your teaching area via relevant professional bodies and
Industry Skills Councils, particularly those relating to your industry, if
available.
A simple approach to embedding sustainability skills
and applying EfS into a unit of competency. Cont:
5.
Develop the overall structure and plan for your teaching
and learning program, and establish monitoring and
reporting methods.
6.
Use your research to plan teaching and learning activities
(or PD for your staff or combination or these).
7.
What might be some challenges or barriers to
implementation?
Adapted from: http://www.eauc.org.uk/sorted/files/esdembedding_1.pdf
Information about where and how the
coffee is grown?
Are the growers paid fairly?
Sustainability of the coffee industry?
Research the sustainability issues in
the coffee growing industry.
Develop a concept map of the coffee
industry and identify sustainable
practices in the industry.
What is the ecological footprint of the
choice of cups used?
Are customers given the choice of cups
and incentives to bring their own?
From unit of competency SITHFAB012A Prepare and serve espresso coffee
Sustainability implications for VET?
Thank you