Greening VET at TVET Institutions – Measuring Effects and Justice Implications

Context for greening VET institutions

Greening VET at TVET Institutions - Measuring Effects and Justice Implications

For the purpose of greening VET institutions, several institutional dimensions need to be addressed. These include greening the campus, greening curricula, greening the institutional culture, greening research, and greening ties with the larger community where the institution is located. Different approaches can be used to address these individual dimensions. On a more analytical level, these approaches can be divided into top down and bottom-up initiatives. Different measures and programmes can be applied to elicit commitment and active contributions on the part of key players like TVET curriculum designers, instructors and learners.

Moreover, frameworks for identifying key performance indicators and the extent of their fulfillment in greening TVET institutions can prove helpful.

Panelists for measuring Greening VET effects and justice implications

Opening Keynote: Dr. Margarita Pavlova, UNEVOC Center Hong Kong
In the interactive exchange sessions of this third BarCamp, the following initiatives for greening TVET institutions, sectors of the economy, curricula, and training of TVET instructors were discussed:

  • UNESCO- UNEVOC Centre Hongkong: Greening TVET and impact measurement
  • E4E North Macedonia: Sustainability thinking in secondary VET education through the lenses of a sector
  • Trainees as future company actors and decision-makers / University of Heidelberg
  • Sustainable green TVET opportunities for marginalized young people incl tracing / Don Bosco Philippines
  • BILT: Greening TVET in the tourism sector
  • AMS: The pathway to establish the first climate protection training center in Europe

Key Take aways for measuring Greening VET effects and justice implications

  • The process of greening institutions should be organized according to the following four stages: understanding (scope, concept, broad stakeholder engagement) – planning (raising awareness, developing a vision, assessing current realities, developing an action plan) – implementing (definition and delegation of roles and responsibilities, resources, institutionalization of change) – monitoring (monitoring process, assessing results)
  • Greening VET at the institutional level addresses several dimensions:
    • Greening the campus by reducing carbon footprint of the campus
    • Greening the curriculum and training integrating the sustainability principle
    • Greening the institutional culture by promoting green values and green awareness
      Greening research: sustainability philosophy, content, ethos, standards
    • Greening the workplace and community by engaging the business sector and the wider community
  • Skills are the most important requirement for companies that move towards greening their businesses.
  • When developing green curricula, the following should be considered: SDGs, context of the respective country, holistic approach towards TVET, both generic and industry-specific green skills.
  • Relevant sets of generic skills should be incorporated in any green curriculum.
  • Implementing green curricula starts with training of TVET teachers and instructors – having them develop their own case studies will increase their own commitment and understanding and hence the learning progress of TVET students.
  • In order to make learners understand the relevance and impact of green skills, practical case studies closely linked to their own living conditions and realities should be developed and used wherever possible. Student engagement is fostered through bottom-up approaches that require students to apply sustainability concepts to their own realities and daily lives.
  • Connecting different stakeholders like schools, businesses and communities through a shared set of green values is essential to ensure sustainable greening. Company involvement in working groups that (re)define TVET curricula with a focus on green skills is highy recommended.
  • Monitoring the impact of greening TVET should be carried out through panel research, tracer studies and repeated industry surveys.
  • Understanding that sustainability is more cost-effective in the long run will greatly enhance the commitment of all stakeholders to greening TVET.
  • Greening TVET programmes for marginalised groups can be implemented successfully, if support in the form of (public) funding, childcare and flexible learning formats are provided for TVET learners.

Ressources and Links