Education and Skills for Inclusive Growth, Green Jobs and the Greening of Economies in Asia: Case Study Summaries of India, Indonesia, Sri Lanka and Viet Nam

Front matter

Technical and Vocational Education and Training: Issues, Concerns and Prospects 27

Rupert Maclean Shanti Jagannathan Brajesh Panth

Education and

Foreword

The rapidly growing attention to growth models that are environmentally sustainable and reduce carbon footprint drives developed and developing countries to accelerate the transition to a cleaner, greener growth. Some levers can make this transition faster and more enduring—and education, skills, and talent development is one such area.

This book is the outcome of a regional research project that explored the links between research, policy, and practice to enhance quality and relevance of skills development systems, particularly in industries with potential for high employment, growth, and greening. The book reinforces the mutual benefit of greening and moving up the global value chain for more inclusive growth.

Education, skills development, and tertiary education need retooling to build foundational knowledge, workforce training, and expand research and innovation in green economy-related fields. In the past decade, schools have promoted education for sustainable development by integrating environmental concerns in school curricula. There is also progress in research at university level on environmental sustainability and climate change. However, while the importance of skills for greening economies is acknowledged by both public and private sector representatives, Technical and Vocational Education and Training institutions have been slow to incorporate skills that facilitate the greening of various occupations and support the development of new occupations.

The transition to greener economies requires a pool of professional (e.g., architects and engineers) as well as vocational (mechanics and technicians) workers. Environment and sustainability-related courses need to be integrated into the curricula for vocational training. The availability of adequate talent, particularly for innovation, research, and development for a greener economy will foster new and innovative solutions and more cost-efficient and -effective technical approaches, financial models, and implementation capacities to achieve a successful transition.

Countries need to consider building the green growth knowledge base such as setting up national education initiatives for green and climate-resilient development and possibly a national climate education clearing house of knowledge. An example of how this can be done effectively is the Australian Green Skills Agreement, which vi Foreword seeks to build the capacity of the vocational education and training sector to deliver the skills for sustainability and required in the workplace.

For a greening environment, there is great potential in strengthening the links of environment, energy, education, and employment. At the Asian Development Bank, we will advance our efforts in strengthening these links by optimizing the role of education and skills development, especially as large-scale projects in clean energy, sustainable transport, climate change, and education, continue to be scaled up. These will help reap the benefits from holistic approaches as Developing Member Countries advance toward their sustainable development goals.

Bambang Susantono

Vice-President, Knowledge Management and Sustainable Development

Asian Development Bank

Mandaluyong, Metro Manila, Philippines

Acknowledgements

This book is a product of a policy research study Education and Skills for Inclusive Growth and Green Jobs commissioned by the ADB on the role of education and training in responding to the transition toward green and sustainable economies and jobs. This regional research and development technical assistance project, which ran from 2011 to 2015, was initiated by the Sustainable Development and Climate Change Department (SDCC) of ADB to reinforce links between research, policy, and practice to enhance quality and relevance of skills development systems in India, Indonesia, Sri Lanka, and Viet Nam. We are grateful for the support provided by Carmela Locsin (formerly director general, SDCC), Woochong Um (formerly deputy director general, SDCC) and Bart Edes (formerly director, SDCC). We are grateful to the Education University of Hong Kong which was commissioned by ADB to undertake this project.

The project was conceptualized and led by Shanti Jagannathan, senior education specialist at the ADB. In addition to enabling research and analysis on the prospects and challenges of building dynamic skills development systems for a “greening” Asia, the project established the ADB International Skills Development Forum series, which has become a flagship knowledge-sharing event in education and skills in ADB, by financing four of the six annual International Skills Development Forums held so far.

Rupert Maclean (who at the time was at the Education University of Hong Kong) was the overall team leader for the project. In addition to leading the research in collaboration with international and national consultants, he led the development of a series of publications that include the book Skills Development for Inclusive and Sustainable Growth in Developing Asia-Pacific and a special edition of the journal Prospects on Skills for Inclusive and Sustainable Development— Perspectives from the Asia Pacific Region and Beyond. Special thanks are owed to Rupert Maclean for enabling extensive knowledge partnerships and publications arising from this project.

Brajesh Panth, chief of education sector group at the ADB led the overall coordination of the joint publication process with Springer.

vili Acknowledgements

This book draws on a wide range of primary and secondary source materials, as listed in the bibliography at the end of the publication. The authors drew heavily on the outputs from the above-mentioned research project. Four country reports and a regional report were prepared by Rupert Maclean in close collaboration with Saurabh Johri (technical and vocational education and training [TVET] consultant, New Delhi) and Will Douglas (Education University of Hong Kong).

The international research team for the project comprised Rupert Maclean (team leader), Margarita Pavlova (TVET providers specialist), and Belinda Smith (private sector skills specialist). The following national consultants included:

India: Saurabh Johri (TVET specialist and national team leader), Shruti Dasgupta (market research and survey specialist), and Shashikala Sitaram (gender specialist). Indonesia: Punang Amaripuja (TVET specialist and national team leader) and several individuals supporting survey work and research on gender issues.

Sri Lanka: Uchita de Zoysa, (TVET specialist and national coordinator), Prasanna Ratnaweera (market research and survey specialist), and Bodiyabuduge Shani Ishika Weerasena (gender specialist). M. Saman Dassanayake provided support as a team leader and TVET Specialist during the initial stage of the study.

Viet Nam: Nguyen Quang Viet (TVET specialist and national team leader), Nguyen Thi Hoang Nguyen (market research and survey specialist) and Nguyen Thi Bich Thuy (gender specialist).

Dorothy (Petite) Geronimo, education officer and Sheela Rances, associate operations analyst from ADB provided extensive research assistance, program management, and administrative support throughout the project. Miguel Roberto Borromeo, associate information and research coordinator (education and health) provided research assistance.

Frédéric Asseline, principal climate change specialist at the ADB, peer reviewed, and provided significant suggestions to the final manuscript.

David Sorrell and Xie Qing (Jenny) in the EAUHK, provided editorial assistance for the final reports. Mitzi Legge, Benita Judith, and Teresa Lingat from the Office of Applied Research and Innovation, College of the North Atlantic-Qatar, helped to prepare the manuscript for publication.

Assistance is also acknowledged from Joan Abbott-Chapman, University of Tasmania, who reviewed and advised on the two survey instruments and interview schedules developed for the study; John Fien, Swinburne University of Technology; and Iris Bergmann, RMIT University, who contributed helpful insights about the Australian experience concerning green skills and sustainable and inclusive growth, which guided the conceptual framework for this study.

Series Editor’s Introduction

This book reports on a major research project funded by the Asian Development Bank in Manila, and undertaken by the Education University of Hong Kong. It examines a topic that is of great importance not only to countries and communities in the rapidly developing Asia and Pacific region, but also to countries worldwide as they seek to achieve balanced economic growth that benefits all sectors of the community, is sustainable, and minimizes the adverse impact of such development on the environment.

The growing prominence of Asian economies and corporations, together with globalization and technological innovation, are leading to long-term changes in trade, business, and labor markets. Asia’s economies have achieved remarkable growth rates, particularly over the past two decades. If Asia continues to grow on its recent trajectory, it could, by 2050, account for 51% of world gross domestic product (compared with 27% in 2010), with a sixfold increase in per capita income [Asian Development Bank, 2011]). With these long-term changes in trade, business, and labor markets, there is a rebalancing of power and influence in the region, and between the region and other parts of the world.

Within Asia and the Pacific, policy frameworks are being prepared to ensure that these growing economic benefits are inclusive by improving the quality and outreach of skills development employability and sustainable livelihoods. Countries are also taking action to ensure that economic growth in Asian and Pacific countries is “green,” which minimizes adverse impacts on the environment. The transition to green growth currently focuses on efficient use of energy; greater use of renewable energy and the associated investment in technology development; waste reduction leading to lower pollutant emissions; production processes that conserve; the recycling and reuse of natural resources; and, an understanding that environmental regulations, standards, and economic instruments are not a hindrance to production, but are essential for achieving inclusive, sustainable, and environmentally friendly growth.

The adoption of green growth policies in support of green jobs and the greening of existing occupations are likely to require new skills to respond to the needs of the labor market. In this study, green jobs are defined as ix x Series Editor’s Introduction

Jobs that reduce the environmental impact of enterprises and economic sectors, ultimately to levels that are sustainable, are called green jobs. This comprises work in agriculture, industry, services, and administration that contributes to preserving or restoring the quality of the environment while also meeting the requirements of decent work, involving adequate wages, safe conditions, workers’ rights, social dialogue, and social protection.

This definition is consistent with the one used by the International Labour Organization and relevant others ILO/UNEP/IOE/ITUC, 2008).

The major Springer book series in which this book is published examines issues, concerns, and prospects regarding education for the changing world of work. It seeks to provide research; evidence-based information about a diverse range of key, cutting edge aspects of technical and vocational education and training (TVET); and applied learning. The series showcases promising innovative approaches to TVET and education for the world of work. In doing so it also seeks to create an effective bridge among research, policy, and practice. This is a long-standing publications program that began in 2005 at the instigation of the UNESCO- UNEVOC International Centre for TVET in Bonn, Germany. The numerous volumes published to date in this major Springer book series provide a comprehensive, in-depth picture of current issues, concerns, and prospects in TVET, as they relate to both individual countries and worldwide.

July 2017 Rupert Maclean Series Editor College of the North Atlantic-Qatar

Contents

A Way Forward a 0503-0508. feb i alate hae face wa E Ae 11

1 The International Agenda of Sustainable and Inclusive

2 Arguments Concerning the Role of Increased Employment and Productivity in Promoting Sustainable and Inclusive

Chapter 1 Overview

Abstract The green economy is a new economic paradigm which seeks to achieve economic development, while at the same time protecting the environment and achieving sustainable economic and social development. This requires transitioning to green jobs and green skills, and to creating new jobs in relation to the greening of workforces. Green jobs are relevant across all key sectors: agriculture, manufacturing, building, transport, tourism, and renewable energy. Skills acquisition and enhancement have great positive implications for all aspects of education and training, and for businesses.

Keywords Green jobs - Green skills + Green economy - Green growth - Sustainability + Skills development priorities + Waste management and recycling - Renewable energy - Skills acquisition and enhancement - Skills toward sustainability - Energy transition - Smart cities - Environmental goods and services - Education and training

Green Economy and Green Growth

The green economy is a new economic paradigm that aims to achieve development while protecting the environment. It is considered as a way forward, purporting that there should be no conflict between economic progress and environmental protection. Greening the economy does not impede wealth creation, nor employment opportunities. Instead, relevant sectors can present opportunities for investment, growth, and jobs given the necessary conditions during transition. Transitioning to a green economy can help mitigate the adverse impact of rapid population growth in the depletion of natural resources (UNEP 2011). Furthermore, the latest OECD report Investing in Climate, Investing in Growth (2017), provides an analysis of how low-emission and climate-resilient development can be achieved without compromising economic growth, competitiveness, or well-being. The report provides a detailed discussion of just transition issues and how governments can manage such issues.

© Asian Development Bank 2018 1 R. Maclean et al., Education and Skills for Inclusive Growth, Green Jobs and the Greening

of Economies in Asia, Technical and Vocational Education and Training: Issues, Concerns

Although there is no one-size-fits-all model for green growth, and policies and strategies depend on the prevailing economic situation and reflect local contexts and preferences of countries, all countries—developed, developing, and poor—can adopt green growth and more inclusive development. Green growth can open up opportunities for enhanced productivity through more efficient use of natural resources and energy; for optimizing their value for innovation made possible by favorable policies that enable enhancing values of assets and protecting the environment; and for new markets brought about by emerging demands for green technologies, goods, and services, thereby creating new jobs (World Bank 2012, OECD 2011).!

Green Jobs and Green Skills

The expected transition toward a green economy and jobs is anticipated to result in displacement of workers and job losses, while new jobs will arise in relation to the greening of workplaces. This is a challenge that depends on how wide or narrow the gap is between the skills that current workers possess and the set of skills that a green economy and green jobs require.

Across various definitions, the primary objective is more efficient use of energy and natural resources, minimal waste and pollution, and protection of the environment and ecosystems. It is also equally important to point out that green jobs have to be decent work: good jobs with sufficient wages, safe working conditions, job security, reasonable career prospects, and worker rights (UNEP 2008). Otherwise, a hazardous job with an inadequate wage goes against the poverty-reduction principle that is dovetailed to green jobs and green growth.

In “Green Jobs: Towards Decent Work in a Sustainable, Low-Carbon World,” UNEP (2008) listed four expected impacts of green growth on employment”:

e Additional jobs will be created (as in the manufacturing of pollution-control devices added to existing production equipment).

e Some employment will be substituted (as in shifting from fossil fuels to renewables, or from truck manufacturing to rail car manufacturing, or from landfilling and waste incineration to recycling).

e Certain jobs may be eliminated without direct replacement (as when packaging materials are discouraged or banned and their production is discontinued).

e Many existing jobs (especially such as plumbers, electricians, metal workers, and construction workers) will simply be transformed and redefined as day-to-day skill sets, work methods, and profiles are greened.

‘For more extensive reading on the concept and origin of green growth and green economy, refer to A Guidebook to the Green Economy (2012) by the Division for Sustainable Development, United Nations Department of Economic and Social Affairs, https://sustainabledevelopment.un. org/content/documents/GE%20Guidebook.pdf.

?UNEP (2008). Green Jobs: Towards Decent Work in a Sustainable, Low-Carbon World, UNEP/ILO/IOE/ITUC, September 2008. Nairobi, Kenya. P3.

Filling positions in skilled green professions and trades will require development and provision of sufficient training programs in polytechnics and universities, among others. Workers will need support to adapt or transition in terms of skills; and management will need reorientation in terms of new perspectives, as well as new skills in order to optimize the new skills of their workers. Training and retraining programs should be based on a concrete framework and plan, which, in turn, should be based on sound studies and assessment within each economy, taking into consideration the level of economic development and state of transition into a green economy.

The development of modules and curricula should be a dynamic process informed by experiences and lessons learned from other countries. Each country should be able to establish a definition of green skills that can be operational in its context. For example, Australia defines green skills as skills for sustainability—e., “technical skills, knowledge, values and attitudes needed in the workforce to develop and support sustainable social, economic and environmental outcomes in business, industry and the community.”’ The Organisation for Economic Co-operation and Development (OECD) classifies green skills together with entrepreneurial skills under a third group of skills called converging skills (the first two skills groups being basic skills and advanced/knowledge-intensive skills); green skills are “specific skills required to adapt products, services or operations to meet adjustments, requirements or regulations designed to stem further climate change or adapt to the impact it is already having.” (ILO 2011a) A broad range of knowledge and technical, managerial, and conceptual skills is indispensable during transition into a green economy. The United Kingdom has developed a green skills checklist, which is composed of ten broad groups of skills (tier 1) applicable across sectors. These are broken down into groups of general skills (tier 2) and more specific skills (tier 3) (ILO 2011a).4

1 Green Jobs Across Key Sectors

While pursuing green growth may cause job losses, new jobs will be created, especially skilled jobs in emerging innovations for green activities. In this case, facilitating the transition of workers to new, expanding sectors where enterprises use cleaner alternatives and provide environmental services should form an important part of plans and strategies toward a green economy.

Investing in green activities has huge job creation potential. The skills development response could be a two-pronged approach: (i) reorienting and/or retraining/

3Green Skills Agreement: An Agreement between the Australian Government and the State and Territory Governments http://www. ivet.com.au/cgi-bin/user.pl?download_file=1 &file=17.

“ILO (201 1a). Table 5.4: Green skills checklist (United Kingdom), pp. 104-105. http://www.ilo.org/ wemsp5/groups/public/@ dgreports/@dcomm/@ publ/documents/publication/wcms_159585.pdf.

upskilling existing workers to equip them with green skills applicable in enterprises across key economic sectors, such as infrastructure, agriculture, and manufacturing; and (ii) training and educating incoming workers to produce a fresh supply of skilled workers and professionals, especially for sectors directly involved in green activities like renewable energy.

Agriculture. The main green growth objective in agriculture is to boost productivity through resource-efficient technologies, agricultural inputs, and farming practices. The main challenge is reconciling traditional practices with green agricultural technologies, practices, and products. Partnerships with relevant nongovernment organizations, education institutions, demonstration farms, and small and medium-sized enterprises (SMEs) that provide green agricultural products are crucial.

Skills development priority: Ensuring a sufficient pool of professionals and specialists in the fields of agricultural engineering, research and development (R&D) (especially in irrigation, pest management, and soil fertility), and agro-ecology.

Manufacturing. The key areas in improving resource efficiency in manufacturing in a green economy are green innovations in designing and developing products, material and energy substitution, and modification and control of processes using new, cleaner technologies.

e training related to changes in production in heavy manufacturing industries, as well as in SMEs in the areas of production processes and management (leaning toward energy and resource efficiency, recycling, and waste management);

e upgrading of skills for technicians and workers to align with technological changes; and

e production of professionals and specialists in R&D and in revision of education curricula and training programs, eco-design, products and services, and assessment of environmental impact to promote cleaner processes and systems.

Building. Greening the building sector opens up opportunities for job creation and job transformation in the areas of new construction and retrofitting, as well as opportunities for increased production of green construction materials and products like appliances and equipment; expansion of renewable energy sources and generation; energy-efficient operation and maintenance (O&M); and other related activities such as recycling, waste management, and water and sanitation.

e training of workers and certified professionals in retrofitting buildings into green buildings and in landscaping, among others; and

e orientation of architecture and building engineering toward green designs and use of resource-efficient materials.

1 Green Jobs Across Key Sectors 5

Transport. Shifting to more environment-friendly means of transport and improving vehicle and fuel technology to reduce negative effects, such as depletion of resources and pollution, are the priorities in greening the transport sector. Job opportunities will be in green transport infrastructure, green vehicles and their operations, and alternative fuels and other related technologies. For example, hybrid vehicles (plug-in electric and hydrogen/fuel cell-powered vehicles) that aim to reduce gasoline consumption, and efficient public or mass transport systems such as rail transit and energy-efficient bus systems are important in greening the transport sector, and they have great potential for green job generation (UNEP 2008).

training in green transport infrastructure labor and O&M;

production of more resource-efficient vehicles and their maintenance; R&D in alternative fuel technology;

transport infrastructure design and engineering; and

public transport network construction, O&M, and management.

Tourism. In a green economy, tourism is “sustainable tourism” that is maintained within the context of the local social, economic, and cultural environment. Being a human resource-intensive industry, tourism is among the world’s largest job generators and often requires quick training and allows youth, women, and even migrant workers an easy entry into employment. Employment in related areas, such as energy, water, and waste services, also provides opportunities.

e training of local unskilled and semiskilled staff, and reorientation and training of cottage industries and small and medium-sized enterprises (SMEs) that provide related products and services; training and reorientation of managers and owners of related enterprises; and integration of green orientation in the curricula of tourism-related programs in technical and vocational education and training (TVET) and higher education.

Waste management and recycling. The greening of the waste management and recycling sector means a significant shift to the 3R approach (reduce, reuse, and recycle) and minimal use of waste disposal methods like incineration and landfills and waste to energy. This can be made possible by new technologies for collection, recycling waste, and producing energy from organic waste, among others. Recycling promotes significant savings in resources. It generates employment and provides income to about 12 million people in Brazil, the People’s Republic of China (PRC), and the United States (US). Developing countries have about 15 million people who depend on waste collection for their livelihood. However, waste management and recycling usually draw in workers with low educational attainment and having limited economic opportunities. And due to the often poor working conditions, most jobs in waste management and recycling cannot be called green jobs, because they hardly fall into the category of decent jobs. They often involve child labor and run contrary to the principles of occupational health and safety and social protection, among others (UNEP 2011).

e training in facilities management, including on-site waste management and disposal,

e training in recycling and disposal of waste

e training and reorientation of managers and workers on minimal production of waste and use of environment friendly packaging

e training to local community workers to increase knowledge of sustainable waste management techniques and building greater community awareness.

2 Jobs in Renewable Energy

Demand for, and consumption of, renewable energy has grown steadily in Asia and the Pacific, as well as worldwide. This trend is expected to be sustained as countries transition to green growth. Renewable energy is becoming cheaper, producing lesser air pollution, and emerging related innovations continue to help implement renewable energy projects (ESCAP 2015). Countries are adopting national sustainable energy policies and plans and setting concrete goals. The PRC, for example, targets producing 16% of its primary energy from renewable sources by 2020. Japan aims to create 1.4 million new jobs in environment-related fields under its Green Innovation Program (OECD 2011).

In 2010, employment in renewable energy recorded 3.5 million workers, mostly in Brazil, the PRC, Germany, Japan, and the US. Employment grew particularly in Asia and North America (UNEP 2011). Renewable energy generation and distribution created 6.5 million jobs worldwide in 2013, growing to 8.1 million in 2015. This may reach 24 million jobs by 2030. Another example from Indonesia and South Africa showed that by spending $1 million in energy sectors, clean energy investments generate about 100 jobs in Indonesia and 70 jobs in South Africa. (UNIDO and GGGI 2015). For these two countries, net employment gains for clean energy investments are substantial and can be a net positive source of job creation. In 2015, the top 10 countries in job creation included four in Asia (Bangladesh, the PRC, India, Japan), and Asia’s share of total employment in renewable energy was about 60%, a 9-percentage point increase from 51% in 2013 (IRENA 2016).

Jobs in renewable energy are not confined to energy production per se. The value chain covers manufacturing and distribution of renewable energy equipment, renewable energy project development, construction and installation work associated with the development of renewable energy capacity, O&M of renewable energy facilities, and a range of cross-cutting activities that contribute to more than one of the other value chain stages. The largest number of workers in renewable

2 Jobs in Renewable Energy

Table 1 Hard-to-fill occupations in renewable energy

Wind energy Solar energy Hydropower Geothermal Bioenergy * Project e Installers and e Engineers: e Engineers: e Engineers: developers maintainers of electrical and geothermal R&D and e Service photovoltaic and O&M * Trainers design technicians solar thermal e Technicians e Service e Data analysts systems e Tradespersons technicians * Engineers: e Building e Sustainability * Trainers electrical, inspectors specialists computer, mechanical, construction

Source IRENA 2014 energy is in manufacturing of equipment, project development, construction, and installation. Employment is relatively smaller in O&M, which can last for the 20- to 30-year lifetime of the installation.

IRENA (2014) listed several occupations in renewable energy considered as “hard to fill” (Table 1). Most of them are high-skills jobs such as engineers and technicians.

Skill shortages in green jobs are often a result of the general inability of education and training systems to respond to the demands of the growing industry. This may be exacerbated by lack of universities and research centers offering relevant programs. Other barriers include students’ choices of programs versus the skills in demand, the absence of incentives for employers and/or industry to invest in developing the transferable skills of their workforces, limited access of the disadvantaged to training in terms of time and finance, and probably the stereotyping of women against certain disciplines such as engineering (World Bank 2012).

3 Skills Development for Green Jobs

Skills shortages for green jobs could thwart government efforts toward green growth and targeted environmental outcomes. As in any other skills shortage situation, addressing an existing job-skills gap during a transition to a green economy requires government to partner with industries and employers. Companies need to shift to a more holistic perspective supportive of sustainable development. Aside from investing in skills upgrading, firms should also provide their managers the necessary reorientation and training to develop awareness and capacities to sufficiently utilize the staff/workers’ newly acquired skills (UNEP 2011).

Overall, skills development strategies for renewable energy can be outlined as the following broad processes:

Aligning Skills Provision Strategies for Green Jobs with National Development Policies

Public and private sector investments in skills provision for green jobs should be aligned with and supported by sustainable development and other enabling policies. Skills development outlined in green policies should be in synergy with strategies to increase labor capital, worker education, and labor productivity (World Bank 2012). Special focus and investment in science, technology, engineering, and mathematics (STEM) must be highlighted to respond to the existing and anticipated demand in the renewable energy sector for R&D and engineering occupations, among others. At the outset, a thorough review of existing skills development policies should be done with the end in view of aligning higher education and TVET with green growth policies.

Assessing Skills Requirements for Green Growth

It is equally important to accord high priority and investments in determining and forecasting evolving skills needs to inform assessment of and any adjustment in occupational skills profiles and training programs. The results of skills needs assessment should feed into labor market information systems to support strategies to match skills supply and demand in renewable energy and green jobs in other key sectors. Also to encourage increase in the supply of trainers, social dialogue, and advocacy with education and training institutions, industries, and all other stakeholders in evaluating and planning for renewable energy skills development must be conducted.”

Skills Acquisition and Enhancement

As mentioned earlier, in transitioning to a green economy, skills development programs have to provide for (i) retraining, upskilling, or adaptation training of existing workers for enterprises across sectors such as infrastructure, agriculture, and manufacturing; and (ii) training of new workers and producing skilled workers and professionals, especially in sectors directly related to the renewable energy sector.

A lot of skills, even knowledge of sustainable materials, carbon footprinting skills, and environmental impact assessment, may not be inherently “green.” They become green largely depending on the context wherein they are used. Skills in building construction become green when they are used in the creation of energy-efficient buildings. Skills in impact assessment become green when the results help create more resource-efficient knowledge, practices, or products. This

SAt the international level, skills gap analyses are done by institutions like the International Labour Organization, United Nations Environment Programme, and The International Renewable Energy Agency. At the national level, skills gap analyses must be spearheaded by governments and partners to support enabling policies in the field of education and training. At the national level, government can do skills gap analysis through regular employment surveys or project-based assessments, accompanied with stocktaking of entities providing related training and education such as universities and TVET institutions.

3 Skills Development for Green Jobs 9 means that traditional skills will remain relevant in the context of green growth, but will need to adapt to green practices, for example, new knowledge and practices in energy efficiency, when applied in green jobs and enterprises. While skills development strategies for green jobs will vary depending on the country and specific industry, most emerging jobs in a green economy will need a combination of both traditional and green skills. In most cases, it may be more practical to retrain or enhance the skills of workers rather than to replace them with new ones. For low- to middle-skills jobs, traditional skills can be easily supplemented by green skills through on-the-job training programs. This will also largely depend on reorienting the content of the jobs and the way they are performed. For high-skills occupations, more extensive and intensive education and training programs might be required to complement traditional technical skills with a wider and specific set of new green skills (LO 2011a; UNEP 2011).