Cases and demand analysis of green skills development in TVET in APEC economics

With the economic transformation, industries updating, and people's expectations for a better life, there is a great demand on green skills development in TVET in APEC economics. To meet this demand, some economics have made efforts to develop green skills in TVET. In the process, lots of significant experiences could be shared among APEC economics.

1. Comprehensive report1.1 Demand on green skills development in TVET in APEC economics: from polices point of viewWith the development of the society, many economies are facing the challenges of the climate change, the waste of resources, and the low effectiveness production, therefore, many APEC economies, Korea, HK, Singapore, Vietnam, etc, have promulgated the national sustainable development strategies. The implementation of these strategies requires a large number of talents with green skills.1.1.1 Korea In 2008, Korea President Lee Myung-bak on the occasion of the 60th anniversary of the founding of the Republic of Korea presented “Low Carbon, Green Growth” strategy. The core of this new national strategy is to shift the current development paradigm of quantity-oriented, fossil-fuel based growth to quality-oriented growth with more emphasis on the use of renewable energy resources and ecological efficiency. This strategy demonstrates the strong will of the Korean government in promoting green growth policies and are symbolic of its efforts to secure required financial resources. In year 2014, the South Korean government confirmed a 5-Year Plan for the 2nd Green Development that sets out the direction and detailed objectives of green development in the2014-2018 period.1

1.1.2 IndonesiaIndonesia government recognized the climate change and global warming will create serious threats to Indonesia's socio-economic

1The First 5-Year Plan for Green Development (from 2009 to 2013), which started in July 2009, was completed.

growth. Indonesia needs to change its development policies into a more integrated approach in pursuing a more sustainable development pattern. Long Term National Plan 2005-2025 of Indonesia promotes green agenda through climate change adaptation for food security, the development of alternative energy and disaster management. The Government of Indonesia will reduce the carbon intensity of its economy through nationally funded initiatives which will cut 26 percent of greenhouse gases emission by 2020.1.1.3 SingaporeSingapore hopes to promote a social and economic well-being while protecting the environment. Singapore puts forward five major goals in ‘Our blueprint towards environmental sustainability’:1) “Eco-Smart" Endearing Towns; 2)A "Car-Lite" Singapore; 3)Towards a Zero Waste Nation; 4)A Leading Green Economy; and 5)An Active and Gracious Community.1.1.4 HKSARHKSAR's policy emphasizes cleaner production, waste management, green building and energy conservation, reduction of air pollution, and green procurement. In 2010 the HK Government proposed to reduce Hong Kong's carbon emissions by 50% to 60% by 2020, as compared to 2005, “to become the greenest city in the southern part of China” (Lam, 2013). HK Increased demand on three new programs (one at the Bachelors level, two on the Postgraduate diploma level), and an indication of an increased demand in specialized skills in Low Carbon Management and Sustainability Reporting and Green Building Management. Therefore, HK government put forward the following initiatives: The CarbonSmart program; The Green Manufacturing network; A Cleaner Production Partnership Program; Sustainability reporting framework; Waste Management Initiatives; A Pilot Green Transport Fund; Green building initiatives to ensure the compliance with the minimum energy efficiency standards; A Mandatory Energy (Efficiency) Labelling Scheme to promote energy efficiency of electrical appliances; A commitment to reducing greenhouse gas emissions; Hong Kong Awards for Environmental Excellence (HKAEE). 1.1.5 Viet NamThere are a lot of laws and regulations about climate change and environment in Viet Nam. Law for Environmental Protection 2005, The Cleaner Production Strategy in Industry until 2020 (2009), National Strategy on Climate Change (2011), The National Strategy on Environment Protection to 2020, with Visions to 2030 (2012), Viet Nam Sustainable Development Strategy for 2011-2020 (2012), and The National Strategy for Green Growth period 2011 to 2020 and Vision to 2050 (2012). These policies started from sustainable development to climate change, environmental protection, covering construction, transport, energy/power, tourism /hospitality and

waste management. Based on these laws and strategies many national master plans and regulations have been promulgated by the Government and responsible ministries. The Viet Nam National Climate Change Strategy, for instance, approved in December 2011, provides a strong foundation for formulating long-term socio-economic development plans amid climate change challenges. The strategy outlines overall objectives, prioritized projects to be implemented in 2011-2015, and plans for 2016-2025 as well as a vision to 2100. It considers a low carbon economy and green growth as principles in achieving sustainable development, with greenhouse gas emission reduction and removal to become a mandatory index in social and economic development. Vietnam requires for the reduction of the greenhouse gas emissions and promoting the use of clean and renewable energies, greening production, and greening lifestyle and promoting sustainable consumption. In Vietnam , “Human resource training and development” is recognized to be a strategic instrument to support sustainable development. National Action Plan on Green Growth for the period 2014-2020 requires “Support to develop technical human resources in sectors of green economy”.1.1.6 AustraliaLike other economics, Australia government also sets its goal of emissions. Direct Action Plan 2014 of Australia put forward a goal of reducing Australia’s emissions by between 5 and 25 per cent below 2000 levels by 2020.1.1.7.P.R ChinaIn recent years, China's environmental pollution is very serious, which has caused a great negative impact on people's life and work. These problems caused by the labour intensive module, skills level, people’s concept and lifestyle. Therefore, Chinese government carry out sustainable development strategies since the year of 1996. During the 9th 5 year plan to the 13th five year plan, Chinese put forward the following policies: to implement sustainable development strategy, to improve the ability of sustainable development, to build a resource conserving and environment friendly society, to build a resource-saving and environment-friendly society through green development, and finally to put the concept of green development in every aspect of the development of the society.

1.2 Practice of green skills development in TVET in APEC economicsTo meet the needs of sustainable development, many APEC economics develop green skills in TVET. Different economic has

different experiences is this aspect. By analysing materials and cases related to green skills development provided by participants from APEC economics, we could find these experiences including the following aspects: 1.2.1 To establish a system to develop green skillsAustralia is the first economy whose national government endorsed Green Skills Agreement. COAG endorsed it in Nov 2009. This agreement made the following recommendations: 1) the development of national standards in skills for sustainability within the National Skills Framework; 2) Upskilling VET practitioners so they can provide effective training and facilitation in skills for sustainability; 3) Reviewing and revising Training Packages to incorporate skills for sustainability; and 4) Implementation of strategies to reskill vulnerable workers in the transition to a low carbon economy.

COAG Green Skills Agreement was backed by the Implementation plan and funding for a range of programs.1.2.2 To establish green skills development institutesTo fulfill “Low Carbon, Green Growth” national strategy, Korea government reorganized some VET schools into green skills development schools. Busan Energy Science High School was reorganized as the first specialized high school for new renewable energy in 2008. Daegu Technical University aims to improve the power of green technology. It established green technology infrastructure, and industry-university networks in green technologies, which is helpful to increase employment in green technology industries. Korea Polytechnics has been reorganizing its the departments based on existing sectors of green industry areas earnestly since 2009, trying to raise mid-level technology manpower needed for the commercialization phase of the green industry. Specifically, through these department reorganization projects, Korea Polytechnics has actively sought to foster mid-level technicians in areas of new and renewable energy, carbon reduction energy, LED applications, and the green transportation sector. 1.2.3 To offer related green skills educational programsIt’s a comparative easy way to offer educational programs to cultivate green skills talents. APEC economics, HK, Indonesia, Canada, and P. R China, etc, offer new educational programs related green jobs.

There are many occupations in environmental industries in HK. These industries include Water conservation and pollution control, Air and odor pollution control, Energy conservation, Waste treatment, disposal and recycling, Noise control and mitigation, and

Environmental consulting services (HKTDC, 2014). HK delivered green skills programs at different levels. Post graduate level (including Postgraduate diploma, Masters by course and by research, PhD), Bachelor, Higher diploma, and Professional diploma and other training for employees. Most of them are environmental engineering or energy-related programs on the undergraduate level. Programs offered at the Higher Diploma level focus on environmental science; environmental management & occupational safety and conservation. Three of them are delivered by a TVET institution and one by HKU. In addition, Hong Kong universities offer Master programs by courses and Master programs by Research. Two postgraduate diploma programs, one in Environmental Science and Technology, and another one in Environmental Engineering and Management. There is a program that offers a postgraduate certificate in Environmental Science and Technology and a Doctoral program.

In Indonesia, Tertiary education institutions are offering environment based programs, eg. Institute for Environmental Technology, Gadjah Mada Vocational School, etc.New curriculum of 2013 will offer three new skill spectrums for SMK which include hydro technology, solar and wind technology and biomass technology

In canada, new green skills programs are offered by community colleges. These programs include: Green building, Wind turbine generator technician, Green business management, Renewable energy technician, Sustainable energy and construction technician, Alternative energy engineering technology, Ecological system investigation,Water distribution and sewage collection, Geothermal Engineering Technology, and Sustainable wine making, etc. 1.2.4 To put some green skills related elements into curriculumGreen skills are related to environmental protection and resources saving, etc, some economics put related contents into curriculum.

In Indonesia, Upper Secondary Vocational Schools (SMK) have been embedding environmental protection practices in school subjects, such as recycling, water and energy conservation, and the usage of biopores.

In Australia, the general contents of green skills varies according to level of qualification. All Training Packages have the elements of

green skills. For instance, there are 12 core units in the training package of “SIT30916 Certificate III in Catering Operations”. The units of “Participate in environmentally sustainable work practices” is one of the 12 core units. And “Implement and monitor environmentally sustainable work practices” is one of the 12 core units of the training packages “SIT40616 Certificate IV in Catering Operations”.1.2.5 To develop occupational Skills Standard for green industriesSkills standards development is basis of green skills development. Some APEC economics, Malaysia, for instance, has developed National Occupational Skills Standard for green industries.

Malaysia has developed national competency standard (NCS) for green compliance. NCS Green Compliance covers 9 topics: 1) Green Goal; short-term goals, mid-term goals and long-term goals; 2) Green Fundamentals; climate change, environmental requirements, biodiversity preservation, pollution control, natural resources sustainability, carbon management and green practices policy and legislation; 3) Green Building; 4) Green Energy; conservation and efficient use of energy and renewable energy; 5) Green Transportation; 6) Water and sewerage management ; 7) Waste Management ; 8) Green Economy; green procurement; and 9) Green Culture. 1.2.6 To make training greenTo develop green skills, the process itself should be green. Therefore, green training could play the role of demonstration. Singapore attaches importance to “Greening’ The Training” through the implementing lead-free soldering in training, recycling of food waste into compost, green hotel Practices, and active participation in green project & competitions. 1.2.7 Engaging through various activities Green skills development could be implemented in different ways and different locations. Eco Orientation, ITE Eco-Conference, and tree- planting are effective ways to develop students green skills in Singapore. Garbage collection, project design, in Australia are also effective ways to development students green skills.1.3 Challenges of green skills development in TVETThough efforts have been made by APEC economics, there are lots of challenges faced by TVET. These challenges come from industries, governances, teachers, and students. Etc.

1.3.1 Challenges from industriesIndustry’s demand is not stableSporadic interest in pursuing a greener approachThe size of the market for environmental industries is relatively small‘Direct feedback from the industry rather than just a statement from the government’1.3.2 Challenges from studentsStudents enter the program as a step towards university entry  Most of students are not interested in learningImproved career mapping; student preparation (STEM)1.3.3 Challenges from teacherLimited time in the program It is difficult for the industry to communicate their needs in terms of required competencies.Use of a systematic design process of curriculum developmentTransforming teaching and learning strategies to better support learning for sustainabilityEffective faculty professional developmentUpskilling more TVET teachers1.3.4 Challenges from governanceA ‘whole of government’ systematic approach,Alignment of policy directives,Stable and long-term funding.Cross-sectoral dialogueIncreased inter-jurisdictional collaboration

2. The Greening of Skills in Australia2.1 Policy contextThe Green Skills Agreement (GSA) recognised the importance of creating change in the workplace through education and training. In policy and action plans developed as a result of the GSA, there was a central underlying message that productivity, innovation and green skills were vital in achieving a more productive economy. This was a strong motivator for the Australian government particularly considering that Australia had dropped behind its productivity improvements over the past few years. Saul, Program Director, Productivity Growth (Grattan Institute Report 2011) has indicated that productivity and growth have slowed in the Australia economy because: ‘Australia needs to revive economic reform, improve education and training, make better decisions about infrastructure investment, and focus more on innovation.’ (Page 4 Grattan Institute Report 2011) The current Federal Australian Government has repeatedly stated its commitment to reducing Australia’s emissions by between 5 and 25 per cent below 2000 levels by 2020, and it will announce its post-2020 target by the middle of this year (The Climate Institute). Australia is one of the world’s biggest fossil fuel producers and exporters, and as a result has an important stake in both when and how the world pursues emissions reductions (World Coal Association, 2015). Partly as a result of Australia's current reliance on coal, and more broadly of its relatively emissions-intensive economy, it faces relatively greater economic adjustment than many other developed economies as the world reduces emissions. Australia has in place a Direct Action Plan which is the main mechanism for reducing emissions by 2020 for the current Federal Government which will be discussed in more detail later in this paper. 2.2 The Green Economy and its demands on green skills The development of a green economy has evolved over a number of years in Australia and is not limited to the technology focussed industries such as the solar industry or water industry. The majority of the manufacturing sector, construction sector and finance sectors now engage consistently with efficiency measures, green star rating systems and sustainability reporting (CPA 2014). The latter is truer of larger corporations and less likely in small business (van Wensen, Broer, Klein and Knopf 2011)

The development of green skills to meet the demands of industry around energy efficiency measures and water management has been stimulated by the rising cost of electricity and water. Increasingly manufacturing which has been under considerable stress in Australia from exports has seen the need to become more efficient and the construction industry has been encouraged through the engagement of the Green Star rating system which has been fostered by the Green Building Council (Green Building Council, 2015). The Green Building Council's mission is to develop a sustainable property industry for Australia and drive the adoption of green building practices through market-based solutions. Having said this, there is some evidence that demands outstrip the available pool of skilled professionals in the area of more complex technical skills particularly in the area of energy efficiency opportunities, energy auditing, supply chain management and green building skills. This was particularly evident in a recent study which demonstrated that TVET teachers were more comfortable teaching in the area of social sustainability (diversity, equity and health and safety issues) than in environmental skills. (Sack, Brown, Rahimi and Turnbull, 2014). In this research it became apparent that students and teachers have a lesser understanding of the amount of energy used to create products, managing supply chains, toxicity of some materials and what is recyclable (see graph below).

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Figure 1 Students agreement that they have learnt skills for sustainability. Students said they learnt environmental skills more from family and friends than in class, and least of all at work. This was particularly the case with skills relating to protecting biodiversity and energy efficiency. In contrast, they said they learnt social and economic skills more at work and in class. These results are supported by teacher and student responses on skills practiced at home, in the class and at work. This may be due to the lack of teacher expertise in exploring the effects of manufacturing and construction on the environment. This is reflected in additional data from the research undertaken where it is clear that teachers generally have not taught or explored life cycle issues in the classroom through lack of their own knowledge (page 21, Sack et al 2014). The other reasons cited for not teaching more in-depth green skills included:‘ it’s not in the learning requirements (54%), not enough time (20%), don’t have the skills or knowledge (16%), not confident teaching this (4%)” (Page 27 Sack et al 2014) There was also significant evidence that the industries students were being employed by, such as the trades associated with construction, were not demanding greening of skills. The perception of apprentices and trainees indicated that there was a decline in the commitment to the practice of sustainability at work from 2010 to 2014 (page 28, Sack et al 2014). In 2014, there were far fewer indications of overall unmet demand for green skills, but the supply of skills relating to managing supply chains continue to lag well behind other skills for sustainability at work.

2.3 TVET’s ability to meet the demand of green industries in our economy The Australian industry Group (AiG) developed a report, A More Competitive Manufacturing Industry – Management and Workforce Skills (Feb 2012) in which the industry recognised the important alignment of sustainability and innovation: “Innovation skills will be a key contributor to the sector’s future as these are the skills needed to maximise sustainability, to fully utilize technology, and to identify and act on opportunities” (AiG 2102). In addition, the Business Council of Australia (BCA) through its CEO Ms Jennifer Westacott has stated that: “The sustainability agenda and the economic growth agenda should not be in competition. Without growth we cannot invest in the innovation, technology and education that is vital to drive a more sustainable future,” (BCA 2012) There are also a range of case studies and examples of industry successfully engaging with the green skills agenda and reaping the benefits through energy savings, innovative business models and new technologies. The EPA in Victoria has some excellent examples of productivity savings made through sustainable projects and New South Wales (NSW) with its Sustainable Advantage program has made significant inroads with over 545 organizations involved in that program (Office of the Environment NSW, 2015). From the available evidence, it appears that the TVET system in Australia is generally meeting the demands of the green industries (Sack et all 2014). The green industries considered in this paper include the solar industry, green building, waste and recycling industries, organic food industries, eco-tourism, water conservation and more broadly all industries which choose to address sustainability in their workplace. In July 2015, in South Australia, a progressive State, the government will form a new statutory authority – Green Industries SA. This authority will provide grants and incentives for green industries to expand their role in the State as a result of economic challenges which have emerged with the closing of the car manufacturing industry in South Australia. This

initiative will spark the need to engage TVET in more training around green skills and it will require close attention to see how this affects the demands for green skills training in TVET in South Australia. The solar industry in Australia, undertook an analysis of the need for training in renewable energy and its results from 2009, indicate that a significant number of TVET programs would be needed to meet the demands of industry. Forecasts in 2009 (10,370 jobs at that time) for renewable energy jobs by 2020 were estimated to be around 29,980 but more recently, there has been a loss of 2,500 jobs in this sector. Job numbers in the sector peaked between 2011 and 2012 at 14,890, but fell by 15 per cent to 12,590 (a loss of 2,300 jobs) between 2013 and 2014. This is in part due to a long term uncertainty surrounding the Renewable Energy Target (RET) which was until recently set at 41,000 gigawatt hours which would represent 20% of Australia’s energy mix by 2020. As of the 18 th May 2015, the current government and main opposition party has negotiated this target to 33,000 gigawatt hours (ABC news, April 2015). It is surprising that it has taken so long to reach an agreement in some respects because at least 70% of people surveyed in recent research have indicate that they would like to see the RET remain the same (Crosby Textor 2014). At this stage, a number of TVET programs are no longer being delivered as a result of apparent lack of student interest although there are still in excess of 140 professional development programs available to the solar energy sector many being delivered by the Clean Energy Council (Clean Energy Council 2015). As stated earlier, the majority of TVET qualifications have incorporated a broad range of green skills into training programs and surveys undertaken at the time of implementation of the GSA and shortly after, indicate strong uptake. Figures 2 and 3 show the extent of growth in the number of students undertaking one or more green skills units of competency or accredited course modules across all Australian jurisdictions through all RTOs. There was a 57 percent annual increase in the number of learners enrolled in one or more unit of competency or courses in the 2010-2011 period (from 83,000 in 2009 to 130,000 in 2010). There was also a significant growth in green skills enrolments in Electro-communications, Service Industries, Manufacturing, and Innovation and Business Skills (see Figure3).

150,000"

120,000" 90,000" 60,000" 30,000" 0" 2008" 2009" 2010" Figure 2: Numbers of green skills/energy efficiency training enrolments, Australia 2008 to 2010 (Source: NCVER, Student and courses database)

Figure 3: Numbers of green skills /energy efficiency enrolments by industry, Australia 2008

– 2010 (Source: NCVER, Student and courses database) Although these figures date back to 2009 it can be seen that the Government intervention and introduction of the COAG Green Skills Agreement 2009 had a significant impact on the TVET sector. It is worth mentioning that universities around Australia have also engaged in reviews to incorporate sustainability in course work and a recent development included the Environment and Sustainability Learning and Teaching Academic Standards (LTAS), developing threshold learning outcomes (TLOs) which define the attributes that are essential for university graduates from environment and sustainability programs (LTAS, 2014). Having suggested that TVET is mostly able to meet green skill demands, improvement measures which need to be addressed by TVET include the building of teachers’ skills to deliver on more in-depth green skills and the ability of TVET to respond rapidly to changing needs in the economy as it transitions away from the resource sector to innovative manufacturing and construction industries. These challenges are consistent throughout the world as noted in the Skills EU report (Lettmayr and Nehis 2012) where the links between industry and TVET need to be strengthened for greater cooperation to build TVET capacity in delivering on new skill requirements. Incentives and certainty for the green economy is also vital and the need for government policy commitment to greening the economy is also essential for investment and improved economic growth.2.4 Some case studies in green skills development The following examples are an indication of the types of successes achieved by government, institutions and individuals engaging with green skills. TVET Skilling their workforceThe COAG Green Skills Agreement 2009 provided for a range of initiatives which included funding for a professional development program to ensure that the TVET teachers would be able to deliver on skills for sustainability. This program (funded by the Federal Government) was designed to support over 160 teachers in the VET sector to undertake a training program called the Graduate

Certificate in Education and Training for Sustainability. This course was designed for all teachers (VET, University Higher Education, Secondary and Primary) seeking to embed education for sustainability in their curriculum, teaching and assessment. It was also marketed to those working for change in sustainability in community groups, local councils, government agencies, industry, and non-government organisations. Specifically, the course provided participants with the skills and knowledge required to: 1. Embed sustainability into learning programs, curriculum and teaching practice2. Facilitate a broad range of delivery and assessment strategies to support change for sustainability3. Plan and implement learning based change programs within their own institution4. Research current and emerging best practices in their industry sector/field of study (National Centre for Sustainability (NCS),

2015) These trained teachers and trainers were then asked to go back into their own organisations and act as ‘train-the-trainers’ and work with other teachers to develop their skills in education for sustainability. There are some inspirational stories from some of those who undertook the course: ‘We have now developed a budget proposal for sustainability to be included in yearly costings and completed the first draft of our environmental education policy and are linking to other sustainability groups.’ (Deborah Long, North Coast TAFE, Graduate 2013) ‘EfS is not a strategy, it is a change in my presence, perspectives and behaviours on a daily basis.’ (Maria Saupin, Graduate 2103) The National Centre for Sustainability at Swinburne University continues to offer this course and has delivered a range of programs related to creating a better understanding of how green skills can be integrated in all occupations and professions by TVET teachers (NCS Training Resources 2015)

A Cooperative Research Centre (CRC) for Low Carbon LivingThe Low Carbon Living CRC brings together key property, planning, engineering and policy organisations with leading Australian researchers to develop new social, technological and policy tools for reducing greenhouse gas emissions in the built environment (CRC 2015). To date the National Centre for Sustainability (NCS) contribution to the project has resulted in the development of an education scoping study that includes a survey and gap analysis of existing low carbon education and capacity building programs to inform the direction, evaluation and monitoring of the CRC's education research to accelerate toward a low carbon living society. One community example engaged with the CRC is the Yarra local group in Melbourne. This group is working with researchers to develop a low-carbon lifestyle which includes draft proofing homes, energy efficiency measures, a food garden, walking, cycling or taking public transport to work, installing solar panels and switching to green power

Figure 4 Workflow structure for Low Carbon Precincts (Source

CRC Low Carbon Living, 2015) The research is designed to better understand the requirements for infrastructure at the precinct level to enhance sustainable living. A significant component of the work will be to deliver training and education for participants involved in the research as well as the next generation of researchers, building trades persons, built environment professionals and communities to enable and adapt to a low-carbon future. They will develop training and education programs customized to specific groups that are relevant to their technological, social and economic capacities. Agriculture case studyDairy farmers in NSW led by Ms Lynne Strong, are developing awareness in sustainable agriculture through an art show which demonstrates the benefits of sustainable agriculture. Art4 Agriculture has trained 40 Young Farming Champions and reached 20,000 students, their teachers, families and friends across NSW, Queensland and Victoria. For farmers a new way of thinking about food growing is emerging. This will mean working beyond traditional boundaries and challenging the conventional thinking about primary industries and individuals. It also means working with consumers to reconnect them to those working in farming to build a stronger appreciation of the importance of farming. Ms Strong believes that only then will it be possible to work effectively to create sustainable agricultural industries for the long-term (Art4 Agriculture 2015). Green Building case study Recently a report was completed on the benefits of green schools which incorporate green building design and results indicate not only significant savings in energy, water and gas but also demonstrated other student benefits (Green Building Council 2013). “A 41.5 per cent improvement in the health of students and teachers, including reduced incidences of asthma, flu, respiratory problems and headaches ,up to 15 per cent improvement in student learning and productivity and up to 25 per cent improvement on

test scores due to good lighting and ventilation” (Kats, G 2006) As teachers spend up to 90% of their working day indoors, they also benefit from buildings that are designed to provide natural daylight, fresh air and access to external views. Australia’s first Green Star - Education Design, primary school, Peregian Springs State School on Queensland’s Sunshine Coast is reaping the benefit of its sustainability status, attracting the highest pre-enrolment of any school in Queensland. The school’s 4 Star Green Star rating recognises it as an example of ‘Best Practice’ in environmentally sustainable design, and has marked the start of a new era of schools that provide better productivity outcomes for staff and students and better environmental outcomes for the planet. Training for green skillsThe VET sector in Australia consists of public providers such as Technical and Further Education (TAFE), private Registered Training Organisations that include colleges, associations, business or employment organisations and some Higher Educational institutes and secondary schools. In the VET sector, TAFE has led the way, ensuring that the green skills agenda is being implemented in training. As State Government stakeholders, TAFE has been represented on the Green Skills Taskforce and the Green Skills Agreement Implementation Plan. Some examples of the way TAFE has led the green skills agenda include: Melbourne Polytechnic Green Skills Centre (TAFE) has undertaken to deliver a broad range of courses that include green skills.

The Melbourne Polytechnic Green Skills Centre is registered under the Green Building Council of Australia’s industry recognised "GreenStar" assessment tool for a 5 Star Rating. This represents "Australian Excellence" in the design of an education facility.

Central Institute of TAFE Western Australia had the State’s first Sustainability Centre at the East Perth campus and they have

built the largest single grid-connected solar system in the Perth CBD and one of the largest in the State. In addition, they offer a broad range of courses in sustainability and throughout the institute, lecturers and staff members are supporting the integration of sustainability principles into their teaching and learning methods and daily practices.

Swinburne University of Technology (TAFE) which has a NationalCentre for Sustainability with a strong focus on Education for Sustainability led the way to developing National Guideline Standards for Sustainability and Post Graduate Studies in Education for Sustainability. TAFE NSW - North Coast Institute of TAFE has initiated a range of programs to implement their environmental policy, engage

industry on sustainable practise, educate their own students and staff in learning for sustainability and provide a broad range of courses in sustainability.

The Sustainable Advantage program NSWThe Sustainable Advantage (2011) program has assisted organisations across New South Wales (NSW) in Australia to achieve increased competitiveness and improved financial and environmental outcomes. It is a support program from the NSW government, which assists organisations to improve their environmental performance, reduce costs and add value to enhance corporate reputation, and began with a focus on the manufacturing sector. As part of the program the participants commit to undertaking up to three learning units which include resource efficiency, carbon management and supply chain management (Sustainable Advantage 2011). Over 530 participants are saving a combined $85 million a year through the program, which helps to identify and implement projects that enable them to: • Save money and improve productivity.• Integrate environmental strategies with business planning.• Use resources more efficiently.• Engage and train staff.• Enhance relationships with customers, suppliers and communities.• Measure their carbon footprint and manage their emissions.• Manage environmental risk and ensure compliance.

• Gain government support and resourcing.• Receive the latest advice from business and government specialists.• Broaden their network by meeting and sharing ideas with others in the same industry and region. The program has been highly successful and continues to deliver strong outcomes for business and other organisations including universities and TAFEs.2.5 Major challenges to meet demandsThe range of challenges to meet the demands of the green skills development in our economy include • the capacity of TVET teachers and trainers to deliver the more technical and sophisticated skills now required in the green

economy,• the lack of investment by Australian governments both Federal and State in supporting the training for green skills and• the lack of in-depth understanding of the emerging trends and needs of industry to enhance the green economy2.5.1 Professional development for teachersAlthough a major professional development was rolled out to enhance the skills of teachers and trainers in the VET sector, it was only able to reach a relatively small number of teachers and trainers. In Australia there were 36,000 VET teachers employed in 2010. This number is likely to be similar today (ABS 2012). The challenge is not that our training materials contain little about green skills but much more about the capacity of teachers to deliver on this type of training. Many think of green skills as something separate from their known disciplines, whereas they should be encouraged to contextualize their delivery through the ‘sustainability lens’. The training that has been undertaken by a number of TAFE institutions, has tried to reinforce the idea that green skills can be delivered through assessment tasks as well as delivery in the classroom. The delivery of green skills and education for sustainability requires the teacher to become the facilitator or activator of ideas, allow student to lead the discussions and learnings and realise that they are not always the ‘expert’. In other words – a student centred approach to teaching. This is a major challenge in all levels of education.

As a result, teachers and trainers need to become vocationally or technically competent in the relevant area of green skills while also understanding the principles of sustainability (Education about Sustainability), and the need to use teaching and facilitation practices which engage students to reflect on their own ’values and attitudes’ towards sustainability (Education for Sustainability). Learners who become competent in sustainability (knowledge and skills) will not necessarily draw on those competencies in the workplace unless they are personally motivated to do so. a) Green Skills vocational competence: Difficulties in recruiting and upskilling TVET teachers in the (green) technical skills being

taught, often in emerging technologies, reflects the classic skills shortage challenge. There is a shortage of many of these specialists, and they are not attracted to the typically lower salaried positions of the TVET sector. As a priority, our sector needs to identify the most critical green technology streams with industry and find broad approaches to creating pools of specialist teachers (eg lighting design, auditors, electric cars, carbon farming, etc)

b) Education for Sustainability (EfS). Teaching the technical knowledge and skills about sustainability design, materials and

technologies does not necessarily bring about change in itself. EfS is about learning-based strategies to stimulate change towards sustainability, and is recognised internationally as the educational and pedagogical platform for teaching in sustainability. EfS instigates systems thinking, problem solving, critical thinking and reflection, allowing the learner to not only acquire knowledge and skills, but to develop a personal perspective and commitment toward action on sustainability. This approach is entirely consistent with best practice in TVET teaching as a whole.

In 2010, a postgraduate qualification was developed and accredited by Swinburne University and NSW Department of Education and Community, the Vocational Graduate Certificate in Education and Training for Sustainability. The qualification is a 12 month part time course aimed at sustainability champions within education, training and community-based institutions. Additionally, for trainers in the TVET sector, a second unit to the TAE10 Sustainability skill set was endorsed in September 2011: TAESUS502a Identify and apply current sustainability education principles and practice to learning programs

In addition to this professional development, the International Green Skills Network, established by TAFE Directors Australia in 2012 continues to support the practice of greening of skills in the VET sector under the management of Sunraysia TAFE in Victoria (International Green Skills Network 2015).2.5.2 Government commitment to investing in green skillsThe current Australian federal government has a very strong commitment to reducing spending and returning to a surplus. As a result, its focus is not on the opportunities that the green economy presents. Instead the government has not been ready to capitalise on the prospect of growing the renewable energy sector or creating incentives to further grow the greening of skills through the VET sector or through industry (The Fifth Estate, April 2015), other than the development of a ‘Green Army’ as part of its Direct Action Plan (Direct Action Plan 2014). It is hoped that with the Paris summit on setting global targets to begin shortly, there may be more interest generated around sustainability and a low carbon economy in Australia. As mentioned earlier, the Federal Government has a program in place to reduce emissions called ‘Direct Action’ which includes $2.5B to support direct action by business to reduce emissions, boost renewable energy and support emerging technologies through the RET. Abatement is purchased via a market mechanism in order to achieve the lowest cost per tonne. A recent auction revealed that the government has purchased 47.3 Mt CO2-e, as a first step towards reducing greenhouse emissions under its Direct Action Plan.

Figure 5 Australia’s projected greenhouse gas emissions to 2030. Image source: Department of the Environment, Australia’s

emissions projections 2014-15/CC BY 3.0 To meet Australia’s five percent emissions reductions target in 2020, emissions will need to be 126 Mt CO2-e lower than currently projected (or no more than 530 Mt CO2–e). That is Australia’ abatement task in 2019 – 20 is projected to be 126 Mt CO2-e. The first auction which took place, has achieved a possible 37% reduction but it should be noted that not all the abatement measures purchased will be completed by 2020 and the funds available may also be exhausted before the 2020 deadline. In addition to this scheme, a ‘green army’ will be trained to undertake projects such as re-vegetating sand dunes, cleaning riverbanks, weed control and

regenerating local parks. The training received will count towards the requirements for a Certificate 1 and 2 in land management, landscaping or horticulture (Green Army 2014). 2.5.3 Emerging trends and needs of industry Industry must also take steps to demand more training and education in green skills. Many companies in Australia are becoming somewhat complacent about sustainability and the greening of their organisations. A downturn in the economy and lack of business confidence has also been a factor (NAB, Business Survey, 2015). There are exceptions. The manufacturing industry is focused on a ‘lean’ approach and a desire to innovate to position itself in a more competitive market place and this has paid significant dividends over the past 10 years for some companies (Green R. and Roos G, 2012). “..it is also clear that building innovation capability and performance must be a central “delivery mechanism” by which Australia’s industry policy framework contributes to the development of a dynamic, knowledge-based manufacturing sector.” (Page 112, Green and Roos 2012) With the Green Star rating introduced by the Green Building Council of Australia, the construction industry has become a leader in

developing skills for sustainable practices and the majority of new buildings now have at least a 4 star rating for energy efficiency and sustainability (GBC 2015). This ensures that the demand will continue for green skills in the construction sector and TVET in Australia is likely to partially meet this challenge with the majority of courses including elements of building efficiencies. Having said this, the more complex technical skills, such as energy auditing, carbon management and life cycle thinking required by industry remain a challenge for TVET. Eco-tourism has also been successful in its ability to market Australia as ‘clean and green’ as has the organic food industry. Nature based tourism in Australia is growing at an estimated rate of 10 – 30% per annum which is about five times faster than the background growth for tourism generally (McKercher and Robins 1998). Ecotourism has as a result moved from fringe to a significant player within the tourism industry and as such is now a viable alternative to more mainstream approaches. (Wearing and Neil 2009). Courses delivered by TVET in ecotourism and travel are is still very popular with significant enrollments each year. The William Angliss Institute in Melbourne specializes in a range of course relating to ecotourism ranging from a Bachelor in Tourism to Certificate III in travel and aviation (William Angliss 2015). The importance of collaboration between TVET and industry is rarely underestimated but it still seems that many opportunities are not grasped and as a result there continues to be a gap between the emerging needs of industry and the programs delivered by TVET 2.6 What are the policies which have been implemented in addressing the challenges identified in green skills development in TVET in your economy?The policy measures which were implemented in 2009 through the COAG Green Skills Agreement and its implementation plan (Green Skills Implementation Plan 2010) were highly effective at the time. The Implementation Plan ensured that Skills for Sustainability were incorporated in all nationally accredited training programs delivered throughout Australia. Since then funding from the Implementation Plan has delivered professional development, reviewed all Training Packages by Industry Skills Councils (ISC) and developed national standards in skills for sustainability within the requirements of the National

Skills Framework. In addition, some funding was put aside for the implementation of strategies to reskill vulnerable workers in the transition to a low carbon economy. The TAFE sector in particular has been significantly reformed with strong uptake of sustainability in their operational and every day management practices as well as the incorporation of sustainability in their teaching and learning. One outcome mentioned previously, which emerged from the COAG Green Skills Agreement, is the International Green Skills Network, established by TAFE Directors Australia (TDA). It has a membership of over 30% of all TAFEs in Australia and cooperative arrangements with the Sustainability Economic and Education Development (SEED, 2015) in the USA. The COAG Green Skills Agreement initially funded the International Green Skills Network and its charter is to encourage and drive local and international cooperation, collaboration and innovation in the area of skills for sustainability. The International Green Skills Network provides TVET practitioners, university staff, US Community College staff, industry, Industry Skills Councils and related relevant networks, a great opportunity to more effectively transition to best practice green skills integration in learning and teaching and through practical applications. The Network also builds on the policy requirements established under the Green Skills Agreement. Although funding for the management of the Network no longer exists, Sunraysia TAFE, a regional TAFE in Victoria is now managing the Network with TDA (International Green Skills Network 2015). The other challenges mentioned in the above section (page 11) including further capacity building of TVET teachers and trainers in green skills, the investment required by government in supporting the training for green skills and the emerging needs of industry to enhance the green economy will continue to be a challenge for the future and require clear policies from governments as well as enthusiasm from industry to ensure successful outcomes. These challenges will be on-going with the need to continually adjust and evolve the way solutions and innovations are addressed in the green economy. In other words, the greening of our economy is an evolving process and will need encouragement from a range of international bodies, government, education, business and industry collectively.

2.7 What are the difficulties and obstacles in implementing the above-mentioned policy in our economy? The obstacles in achieving some of the desired outcomes for a greener economy are complex and will require a new way of thinking for our economy. South Australia with its newly initiated program Green Industries SA, (a new statutory authority) may lead the way for other States to refocus on a more innovative and greener economy. The SA State budget has allocated $4.1 million per annum for the next 3 years. The SA State Government also refers directly to the European Union and its work on greening economies, acknowledging that the incentives to act now are the current financial challenges and the downturn in manufacturing (Green Industries 2015). The SA State government intends to:. * help businesses to find new overseas markets for their waste management knowledge and skills. * help businesses to reduce their costs through more efficient use of raw materials, water and energy. * administer grants to Local Government and industry to explore new technologies. * be required to report against targets to ensure South Australia continues to reduce waste to landfill and achieve water and energy

efficiencies. * be established as a statutory corporation governed by its own legislation, with board representatives from State and Local

Government, industry, and the environmental sector. It will be operational from 1 July 2015, coinciding with the winding up of Zero Waste SA

. However, there is little incentive coming from the Federal Government to support the development of a more vibrant green economy. Although some State Governments are examining ways in which to develop the renewable industry sector, others have not recognised the opportunities that the green economy represents. With the Federal government and opposition parties weakening the Renewable Energy Target and showing little enthusiasm to engage with the opportunities provided by a green economy, Australian states and territories have the prospect of providing stable investment environments for renewable energy and revitalising energy efficiency initiatives. Two States are moving forward investing in the green economy (The Climate Institute, 2014). South Australia aims to reduce emissions to 60% below 1990 levels by 2050 and the Australian Capital Territory aims to reduce emissions to 80%

below 1990 levels by 2050 (with an interim target of 40% by 2020). Incentives and certainty from the Federal government around the RET along with renewed enthusiasm from the Federal Government and those Australian State not actively engaging with the opportunities for a greener economy, will assist in the breakdown of the barriers in implementing greater investment in green skills training and the green economy. Once some of these barriers have been overcome we will see more outlay in professional development for TVET staff, achieve greater investment in a green economy by business and industry and possibly see the development of a deeper understanding of the emerging needs of industry in the greener economy.2.6 In Conclusion Although Australia has advanced significantly in delivering on the integration of green skills in TVET through the COAG Green Skills Agreement, there are still many opportunities to enhance the move to a greener economy. There are many excellent examples of organisations, state governments, individuals and institutions achieving remarkable outcomes such as the greening in the construction industry, the ‘lean’ models delivering efficiency measures in manufacturing, eco-tourism significantly penetrating the tourism market and some state governments providing incentives and clear goals for a greener economy. However, the support needed to provide more professional development in TVET, the policy setting which supports a green economy for the whole of Australia and the need for better collaboration between industry and TVET around the green economy is still to be fully realised.3． The Systematic Design of Green Skills in Canada’s Colleges3．1 The Canadian context and factors influencing the greening of the economy and green skills development There are uniquely Canadian challenges in describing the scope and growth potential of the green economy and green jobs, as well as the role of colleges in skill development.

First, Canada has three levels of government, four when analysis also includes Indigenous governments. Each has specific responsibilities and priorities. There is no single, federal government agency tasked with either the leadership of, or accountability for, the greening of the economy. Sustainability is a cross-sectoral issue, and is being applied broadly to all areas of government,

society and the economy. There are currently no, national strategies for green jobs, green skills, or innovation, although these may exist at the provincial level. integrated sustainability planning a priority, as well as cutting greenhouse gas emissions and seeking energy efficiencies/alternatives. Data collection and metrics related to the scope, scale and growth of the green economy, as well as Green House Gas Emissions (GHG), rests with no single level of government. Projections of pan-Canadian human resource needs for a greening economy are largely diffused Leadership on climate change and mitigation has mostly been assumed by the provinces. Most municipalities are making. Provincial and/or federal policy initiatives have periodically stimulated job creation in areas associated with the greening economy, such as research, development and commercialization in the clean technology industries, Feed in Tariff programs, or subsidies for energy conservation and building retrofits.

Second, a coordinated, pan-Canadian training response to green skills development isn’t realistic. There are multiple training providers with accountability for technical/technology training at the colleges. Regional differences are profound. Colleges, as with all education, fall within provincial/territorial jurisdiction, with significant distinctions in the funding models, operation, academic programming, and quality assurance processes.

Third, Canada’s post-secondary educational institutions are busy. They are managing complex issues which, while not unique to Canada, are transformational. These include the shift to outcomes-based learning; a changing student demographic; the need for resource-efficient program delivery models; increased public scrutiny and accountability; issues around credentialing, credit transfer and portability of credentials in a global market place; academic program standards, and quality assurance processes; demands for greater responsiveness to employer needs; and significant pressure on revenues. In this context, sustainability and the greening of curriculum are not always an institutional priority. Unless the goal is aligned successfully with some of these other, pressing concerns it can be lost. Moreover, gains from sustainability initiatives are not necessarily easy to account for, especially in the short term.

Finally, as in many jurisdictions, definitions of green skills, green jobs, the green economy and sustainability continue to be debated. The differences in understanding and value have not helped to either, raise awareness of, legitimize, or promote consistency in, green skills development, or measure its usefulness and affect. Studies on the greening of the economy and associated human resource

needs often take widely differing perspectives based on the interests of the originating body. There are, as yet, no common definitions of green skills or skills for sustainability, used with consistency across elementary, secondary and post-secondary institutions and the rest of government and business. Historically, Canada was an early leader in the promotion of Education for Sustainable Development (ESD). Pan-Canadian initiatives, such as the incorporation of sustainable development in primary and secondary education policy across Canada’s provinces and territories began as early as 1991.9 At the tertiary level, institutions also began to embrace the principles and practices of sustainability in their operations and culture with both universities (1991)10 and later, colleges (2007) developing voluntary, sustainability protocols promoting sustainable practices within teaching, research and operations. With the 2005 launch of the UNESCO Decade for Sustainable Development, colleges began the more systematic integration of sustainability across the curriculum. Colleges aligned with the global, ‘green campus’ movement and work on green skills began to accelerate in response to industry growth in clean technology. The result is an evolving matrix of three primary, but inter-related initiatives, not necessarily a coordinated, college-wide movement. Every college is at a slightly different place on this sustainability continuum with growth occurring in all, or some, of these dimensions.

3．2 The status of, and growth prospects for, the green economy; the demand for the development of skills for sustainability; challenges of definition; policy relevant to the college sectorThe greening of the Canadian economy The Canadian economy varies significantly by province and region ‘reflecting differences in natural resource endowments, geography, labour force, educational institutions and other factors.’ Assessment of the scope and growth of Canada’s green economy is as much a challenge of definition, as it is of accessible, relevant, current, and useful data and metrics. While definitions of the green economy abound, ‘they do not capture the full nature of what a green economy should be in the Canadian context,” nor adequately account for the resource, manufacturing and service sectors. Most often, the green economy has been defined narrowly, sometimes as a subset of the existing economy, often with a focus on environmental goods and services, (with obvious environmental benefits), but rarely factor the incremental changes that contribute to greening across all industries. Natural capital productivity, such as carbon

storage, or the economic contribution of biodiversity, has not been adequately accounted for in these definitions.

As Canada’s statistical systems account for what has taken place, not what is taking place, people aren’t aware of the significant changes that are occurring, even in areas that might be considered ‘dirty’ industries。Economists are adept at measuring goods and services, but not at assessment of the indirect benefits of moving towards a greener economy including better jobs, quality of life and healthy communities.

More inclusive definitions have been proposed. A 2013 TD Bank study advocated a systems approach, one that’s more holistic, that acknowledges the ‘complex set of interrelations between the environment and the economy,’ and includes social well-being and social equity as well as the capacity for resource efficiency and low carbon.20 This also aligns with general Canadian college culture of sustainability and inclusivity. Sustainable Prosperity, a national, green economy think tank, has also argued for a definition that allows sectors that aren’t traditionally considered ‘green’ to be considered integral to the definition.

Early labour market analysis of the green economy focused mostly on renewable and clean energy and environmental and natural resource sector jobs. Data on jobs in construction, business and transportation, and other areas that might be considered ‘brown’, or ‘transitioning’ to green, was more difficult to quantify.

In one report it was noted: ‘There is little information on green employment in Canada. As many studies point out, green jobs do not typically fit into standard industry or occupational definitions. Statistics Canada surveys the environment industry, but does not attempt to count green jobs. ECO Canada2324Data collection has been sporadic, with long intervals between studies. Distinctions have also been made between careers in sustainability25 surveyed employment at “green companies” and Canadian environmental employment. Beyond Statistics Canada and ECO Canada, other estimates of green jobs are from research papers looking at specific programs, and not a broad analysis of green employment.’ (sustainability professionals), ‘green’ careers and jobs where a percentage of work activity might be considered ‘green’.

From a training/education perspective, this presents challenges. College programs need to be carefully positioned so that the skill development is anticipatory, but not so far ahead that students don’t have the right skills match for the workplace. Colleges must be able to build a business case. Curriculum designers depend on environmental scans, labour market intelligence and pattern recognition to create new programs, but have limited, up-dated resources available to them in assessing skills need.

The role of industry and sector councils in identifying green skills

In Canada, green skills identification has been mostly sector or industry specific. There hasn’t been the kind of cross-sectoral collaboration that has occurred in jurisdictions such as the United Kingdom and Australia, that’s resulted in broad-based, transversal green skills, definitions of skills for a low carbon economy, collaborative green skills development strategies, or systematic approaches to skills modification.

Canadian sectors have approached the identification of green skills differently. ECO Canada, the sector council a green economy impacts the labour force not so much through new jobs, but mainly through the adaptation or reallocation of jobs. Existing workers have ‘to learn new skills and/or broaden their pre-existing skill sets.” Rather than emphasizing the potential of new green jobs, jobs where a component part of the activity might be considered ‘green’ applied to a much broader section of the workforce. Although an important realization, there was no follow-up to help ‘systematically classify’ the required competencies and knowledge.

Electricity Human Resources Council has focused on the identification of specialized, green technical skills for new/emergent occupational areas and jobs in renewable energy. A 2008 study projected specific long-term skills shortages in the solar industry, primarily in installation, as well as in ‘technical areas, systems design and integration, sales, project management and engineering.’31 There was a significant gap before the release of the 2014, pan-Canadian study, Renewing Futures a National Human Resource Strategy for Renewable Energy (RF). It identified seven new sub-sectors: wind, solar, bioenergy, geothermal, hydro (small and large), marine: tidal and wave; integration and storage3233 as well as a steady increase in jobs in operations. It also warned of an impending, substantial, shortage of qualified workers, threatening the high growth potential of the industry. While urging a national HR strategy

and the collaboration of industry, government and educators, the importance of post-secondary education in skills training was made clear. Of 95 training programs, 52 were offered by colleges and universities and 39 of those were college programs. These were described as ‘the core of Canada’s current capacity to add depth and breadth to the RE workforce’ and ‘the central focus for strategic actions.’ Other sectors such as forestry and mining are projecting similar demands for new skilled workers in the future, and potential skills shortages.

A third sector, construction, presents another scenario. It has been argued that while there is a critical need to ‘green’ the industry, especially in the area of materials selection, this change process does not necessarily require that construction workers themselves require or would benefit from ‘up-skilling’. The assumption is that the engineering and design decisions will have been made by others, and the actual job itself does not change substantively. This approach does not align with college values; not only have faculty been early adapters of green building practices, but skilled trades programs routinely incorporate generic employability skills in an effort to graduate ‘thinking’ practitioners with improved work force capability and mobility.

Green Policy - skills, jobs Where green policies have been implemented, there is some evidence that they can stimulate job creation. A 2012 ECO Canada study identified a direct correlation between key, recently enacted legislation in Ontario, (the Green Energy and Economy Act; the Water Opportunities Act and the Greenbelt Act), and the fact that employment opportunities in some sectors, (renewable/green energy, energy efficiency and green building and sustainability planning and urban design), was higher than that experienced in the rest of Canada.

Colleges have also benefitted from targeted funding such as the national College and Community Innovation (CCI) Program, based on private-public partnerships. 3637 It was intended to increase innovation at the community and/or regional level ‘by enabling Canadian colleges to increase their capacity to work with local companies, particularly small and medium-sized enterprises (SMEs)’. 98 % of Canadian companies have less than 100 employees and half of employed people work in these small firms. The program

supports applied research and collaborations that facilitate commercialization, as well as technology transfer, adaptation and adoption of new technologies. It has proved particularly successful in launching clean technology initiatives.

3.3 The capacity of Canadian colleges and institutes to meet emerging, in demand skillsFirst phase of green skills development c.2005-2011

Green skills development was most often voluntary; sometimes in response to one-time, often short-term, provincial funding to upgrade curriculum (e.g. greening of skilled trades curriculum in Ontario);38 a faculty member with a good idea; an alignment with regional economic activity; a sector/industry partnership (e.g. Electricity Human Resources Canada’s Wind Turbine Maintenance curriculum); or the outcome of a college sustainability plan.

Much has been learned from the first generation of new ‘green’ specialized programs, particularly in the area of renewable energy. Sometimes designed without benefit of external occupational standards and regulation, they lacked consistency in program nomenclature. 39 It was often assumed that new and distinct green skills were required. Program length and credentials varied. These were sometimes ‘one-off’, ‘stand-alone’ programs resulting in terminal qualifications. Some were at too basic a level, too broad-based for the job requirement, or developed for a student profile that wasn’t the best fit. Some caught the student imagination, and others struggled with recruitment. Often, there were limited numbers of skilled faculty.

Of necessity, colleges and institutes adapted innovative strategies for teaching and learning, built community/industry partnerships, and integrated field experience and applied projects. As with the sector councils, colleges were feeling their way without benefit of a green skills classification, or reliable labour market intelligence. Despite these start-up challenges, students graduated, found jobs and sometimes went on to further education.

Also, there were new, blended programs such as green business, green or sustainable building and sustainable agriculture. While built on an established discipline, these programs had a distinct culture and values; innovative teaching, learning and assessment strategies; links with community, project-based learning and often, a very different student profile.

Colleges also began to present a ‘greener’ public profile. Existing programs in environmental science and natural resource management became part of the ‘green’ inventory and a tool in student recruitment. Most important, consideration began to be given to the greening of all academic programs – not necessarily new ‘green’ programs.

Second phase of green skills development, 2012 onwards

The second generation of specialist, green technical/technology programs have benefitted from a more systematic approach. Curriculum developers can now reference a growing body of knowledge and new, Canadian, industry-driven occupational standards, particularly in renewable energy. Programs may be positioned differently, and build directly on skills sets and credentials in the existing trades, sharing common foundation curriculum such as electrical, mechanical or power engineering. Job prospects for graduates are greater, as is academic and work place mobility.

The most significant changes are the program modifications at the course level within established programs that involve the greening of all outcomes as well as infusing concepts of sustainability such as social justice, diversity and indigenous culture. These are changes that reach and influence all students on an assumption that practices in all occupational areas will be more sustainable. A primary focus is how best to engage students in these complex topics, and the most effective strategies for teaching, learning and assessment.

3.4 Strategies for the greening of curriculum and approaches to systematic designApproaches to the design of technical/technology programs in a greening economy

Colleges are using a variety of strategies in greening the curriculum. The most simple and direct method has been additive. Strategies include: Mandatory or voluntary, college-wide, sustainability Vocational Learning Outcome(s) (VLOs) that can be aligned to any vocational area; Voluntary or mandatory, college-wide, or program specific general education courses (e.g. Introduction to Sustainable Development, Environmental Sustainability, Global Warming Concepts); Learning for sustainability with action oriented courses such as Yukon College’s Decision Making for Climate Change, that provides an overview of climate change science and policy, and the tools for integrating climate change considerations into policy and planning; Establishing targets (e.g. numbers of new courses with a sustainability focus) and metrics; New, program-specific, vocationally-oriented ‘bolt-on’ course(s) as a means of quickly up-dating a program (e.g. Canada’s Green Building Council’s. Building Green with LEED: Core Concepts and Strategies is offered in partnership with many Canadian colleges); New, program specific, or course-level VLO(s); ‘Top-up’ of existing programs with certificates or modules (‘up-skilling’).

More challenging from a design perspective, is the infusion of green/sustainability skills in ways that alter the very nature of the program of study and influence the ways that students think. These more systematic changes include:

Infusing sustainability concepts and themes across the college culture (e.g. Centennial College’s Signature Learning Experience: Global Citizenship & Equity, the outcomes of which can be attained through a student portfolio; or Yukon College’s ‘core competency’ in knowledge of Yukon First Nations, which is now required of all students; Review of all program/course level Vocational Learning Outcomes and modification, as and where, required; Promoting relevant student academic preparation in high school (e.g. STEM, environmental education, or learning for

sustainability); Developing new specializations around an established academic foundation (e.g. Ontario’s St Lawrence College’s Wind Turbine Technician/Industrial Electrician Co-op Diploma Apprenticeship), that facilitate career mobility (stackable credentials); Design of ‘bridge’ programs enabling skilled trades to move to higher levels of management; A focus on generic, ‘skills for sustainability’ which can be considered ‘career capital’; Drawing from a ‘bank’ of green technical, cross-sectoral, vocational learning outcomes that can be adapted to any program (e.g. strategies for waste reduction, energy conservation, green procurement strategies); Changing strategies for teaching, learning & assessment; Embedding green skills/sustainability in Quality Assurance processes and standards.

Skill types Application to the work place

Specialized, technical New, green specialized skills These might be distinct to a given job, or an emergent occupational area. They might also represent a fusion of existing occupational skills, but with a new application.Examples: photo-voltaic systems design; decommissioning of wind turbines.

Broad-based technical (transversal)

New(er) green (or environmental) skills, common across multiple occupations, industries, or sectors.Examples: life cycle assessment; impact minimization processes; reporting for sustainability; energy conservation; waste reduction and management.

Transitioning Existing vocational skills with the potential to include more sustainable practices and processes.Examples: business (green procurement; corporate social responsibility; stakeholder engagement); construction (materials selection; building decommissioning and materials reuse; appropriate disposal); culinary (selection and use of energy efficient appliances; waste reduction;

sourcing of local food and farmer liaison).

Generic or essential employability skillsSkills for sustainability

Future oriented skills for sustainability (e.g. thinking, process and change agent skills; ‘habits of mind’) that can help build desirable graduate attributes; key skills for the 21st C. workplace.Examples; systems thinking, capacity to solve complex problems, civic responsibility, accountability for the consequences of one’s actions.

3.5 5. Green skills development – challenges and solutions

There are new types of jobs that require specialized training and skills development, increased complexity of occupational profiles and greater pressure for academic and workplace mobility. These require new approaches to program design and development in order to negotiate the challenges, including for example: Recognizing emergent, cross-sectoral, skill sets and occupational ‘fusion’ (e.g. energy management and sustainable building technology);

Facilitating multi-skilling and employee mobility through cross-sectoral dialogue and collaboration;

The timely collection and dissemination of reliable, relevant and accessible data on projected skills needs, regionally as well as nationally;

Capacity to deliver, and ‘speed to market’ from training providers, as well as regulators, or agencies charged with standards development or accreditation;

Recognition that ‘one size does not fit all’, and that regional distinctions, particularly those relating to labour shortages, skills needs and training in the North and in First Nations communities, need to be accounted for;

Targeting training to the right audience at the right level (e.g. many clean technology jobs are considered middle-skill);

Consideration of worker mobility and, increasingly, international mobility, especially in renewable energy;

Consideration of health and safety issues for both workers and the public when under pressure to meet skilled labour shortages;

‘Next generation partnerships’ between post-secondary education, government and industry in order to address skills shortages appropriately, collaborate on curriculum and better resource quality skills training;

Orientation of high school students to the possibilities of a greening economy (e.g. career lattices, representation and engagement of First Nations youth), or, in Ontario, the merits of the high skills major; Emphasis on STEM subjects to ensure appropriately qualified high school graduates;

New approaches to workforce development and increased information sharing so that career counselors or employment centre staff can broker effectively training and job opportunities that go beyond careers in the environment and renewable energy.

In moving forward, it’s clear that given the scope, scale and possible speed of change and development Canada’s colleges would benefit from the following to help promote a systematic approach to green skills development:

Jurisdictional level

Alignment between, and a commitment to, long-term policy directives at provincial and federal levels to stimulate and support the greening of industries and green skill development;

A ‘whole of government’, systematic and inclusive approach to green skills development;

Stable, long-term, funding to support research and innovation and technology-industry partnerships;

Inter-jurisdictional collaboration around credentials and portability of qualifications.

Sector level

Current, relevant, and accessible, labour market intelligence; Reliable, current and proven occupational and/or academic standards to promote program to program consistency and quality assurance in fields that are still emergent; Career mapping; Better understanding of the merits of skills for sustainability and their value in the workplace;

Increased cross-sectoral dialogue around critical, transversal, broad-based technical skills.

Systems level

A systematic, (scalable and transferable), but not necessarily prescriptive, approach to green skill development that promotes consistency across ‘like’ programs, but which can accommodate regional and institutional differences; New approaches to training for existing jobs transitioning to green (de-carbonising); New models for program design that promote student access and mobility; Flexible models of academic program development, implementation and renewal that better respond to the needs of emergent occupations and/or rapid skill change; Creative and collaborative approaches to resourcing new program design (e.g. industry partnerships, regional consortia, centres of specialization/excellence, shared curriculum, innovative financing).

Institutional level

Development of faculty expertise – not only specialized content, but appropriate teaching, learning and assessment strategies. Continuous, and critical assessment of green/sustainability-related curriculum initiatives.

3.5 Case studies of relevance to other APEC economiesThe following case studies are examples of regional solutions that are scalable and transferable.

Sustainability Protocol – CICan

In November of 2007, Colleges and Institutes Canada, (then ACCC), held a Symposium on Environmental Sustainability. Member institution leaders shared best practices for incorporating sustainability principles in vision statements, missions, core values, strategic

plans, priorities, policies, operations, procurement strategies and ethical investments. As a result, a pan-Canadian Sustainability Protocol was developed promoting a systematic shift in college culture. Fifty-nine member colleges have signed the protocol and sustainability is now a program stream at the annual CICan conference. Each college voluntarily participates in developing their own sustainability plans that can include mechanisms for tracking progress.

Centres of Specialization, Excellence, Research and Innovation

Historically, college faculty and students did not engage in, nor did they have access to, research and funding for research. As of 2012, applied research is a growing part of college activities with 654 areas of research specialization identified across the college system. In 2008 there were approximately 2,400 students involved in applied research and by 2012 this had grown to 29,356 students. Most of the applied research (78%) was conducted with small and medium sized enterprises. Colleges and institutes invested $49 M in these activities, mostly in the environment, natural resource sector, social innovation and manufacturing. These projects presented an opportunity for students to engage in real world research and complex problems, the resolution of which benefits the economy (for example mine remediation and clean water, organic food production). Network of Centres of Excellence for Commercialization and Research and colleges have established 489 specialized research centres as labs. Two examples in Ontario include Georgian College’s Centre for Applied Research and Innovation(solar and electric vehicles; energy management; environmental systems; proof of principal and testing; product, processes, and prototype development) and Lambton College’s partnership with BioIndustrial Innovation Canada (BIC), (conversion of agricultural and forestry by-products into fuels, chemicals, products and materials).52 50College research programs are closely aligned with Canada’s

College-sector partnerships

Fleming College’s Centre for Alternative Waste Water Treatment and India’s National Skill Development Corporation, (NSDC), are partnering on skills development in water quality management. The goal is to collaborate on creating a new, Centre of Excellence for Water in India addressing major skill gaps through standards, certification, education and training, mentoring and research. ECO

Canada will assist in the development of new National Occupational Standards.

Public-private partnerships (Small-to-Medium Sized Business)

In 2002 a pilot program was launched with the Natural Sciences and Engineering Research Council, (NSERC), in collaboration with five colleges. The aim was to increase innovation at the community and/or regional level by enabling Canadian colleges to increase their capacity to work with local companies, particularly small and medium-sized enterprises (SMEs). The program supports applied research and collaborations that facilitate commercialization, as well as technology transfer, adaptation and adoption of new technologies. The initial projects included research on environmental and geomatic technologies for landscape monitoring, assessment and restoration (Nova Scotia Community College); research on agricultural capacity, commercialization and sustainability (Olds College, Alberta); and research on green roof technology (British Columbia Institute of Technology). There were clear benefits for all stakeholders:

‘increased research capacity at the colleges, improved business results for partner companies, bonds between colleges and industry partners, enhanced curricula and professional growth for faculty and employment opportunities for students53.

Subsequently, numerous clean technology projects have developed under the program. They include support for The Collège communautaire du Nouveau-Brunswick’s integrated biogas refinery; commercial exploitation of seaweed at the CéGEP de la Gaspésie et des Îles – Centre d’innovation de l’aquaculture et des pêches du Québec and Alberta’s Lakeland College Renewable Energy Learning Centre, for an integrated geothermal testing facility.

Regional solutions for sustainable development

With a mandate to ‘solve northern problems with northern expertise’ the Yukon Research Centre, Yukon College, supports research programs in Biodiversity Monitoring, Cold Climate Innovation (alternative energy, building construction environmental remediation,

food security and mechanical innovation), Mine Life Cycle (improved mining practices, mine-influenced water management and treatment, terrestrial reclamation-practices); Resources and Sustainable Development in the Arctic, and Technology Innovation. These projects involve student students in research activity both within the College and throughout the Yukon.

In a different model, the North Alberta Institute of Technology (NAIT) has developed a Mobile Water & Wastewater Technician Program in order to take training to where it is most needed. Sponsored by BP Canada, the program will deliver NAIT’s Water and Wastewater Technician program to remote and Aboriginal communities throughout Alberta. The program features: a NAIT/BP Canada mobile unit which will transport and provide state-of-the-art equipment that can be installed in virtually any training site across the province.

Changing strategies for teaching and learning

There has been a concerted effort by colleges to promote teaching, learning and assessment strategies that help students move from learning about sustainability to learning for sustainability. That means a shift from lecture-based delivery to problem-oriented, community-based, applied projects. Strategies might include team teaching across disciplines, mentoring/coaching, use of external experts from community, business and government, use of ecological principles to integrate curriculum elements, place-based learning (outside the classroom) and authentic assessment. An example of this kind of synthesis is Vancouver’s CityStudio, a community-driven partnership of faculty and students from six post-secondary institutions, working with city staff in an effort to solve complex urban problems. It’s described as an ‘engine for innovation, teaching the skills green-job seekers will need to develop projects that protect the environment in Vancouver and other cities around the globe’.

Faculty Development

While many colleges offer short, faculty workshops, Nova Scotia Community College’s Education for Sustainability (EFS) is a five day, 39-hour course devoted to the examination of sustainability through the lens of higher education. ‘It is a multi-disciplinary,

introspective and progressive process of portfolio learning that steers the learner through various levels of awareness on three levels: inward, outward and global.’ EFS is an elective credit course in the NSCC Community College Education Diploma Program (CCEDP).

3.6 Summary and Conclusion Despite limited, current and useful labour market intelligence in many sectors, colleges are moving forward with a sustainability agenda. Their collective strengths include:

Developing distinct cultures of sustainability that respond to regional, student, and community needs and institutional strengths;

Green campus initiatives and modelling of sustainability practices across all campus operations;

‘Second generation’ programs of study in renewable energy and clean technology and the design of ‘next generation’ cross-sectoral programs that offer new skill combinations;

Partnerships with local, small-to-medium businesses and innovation/development/ commercialization of clean technologies;

Centres of specialization and research and development of clean technologies, and technology transfer initiatives;

Working with First Nations youth to build better, more sustainable communities, and promoting understanding of First Nations’ culture across the student population;

More systematic approaches to the infusion of green skills; the greening and modification of existing skills and skills for sustainability across all college curriculum, thereby reaching all students.

As green technical skills and the principles of sustainability are increasingly infused in the operations, culture, academic programs and applied research of Canadian colleges, the return on investment can be seen through evidence of:

Long-term savings in campus operations in all areas from heating and cooling systems, to reduction in food waste;

Environmental benefits;

Student engagement through meaningful applied, community-based projects and authentic assessment;

Leveraging the ‘green campus’ in college promotion and student recruitment; Revitalization of curriculum and curriculum purpose across all academic programs;

New partnerships and sources of funding and investment in centres of specialization supporting applied research and technology transfer.

It could be said using a sustainability lens in the development and review of curriculum can contribute to overall improvements in the design process and product. Training and education processes that are responsive to fast changing green skills needs, or the teaching and learning of complex concepts in sustainability are systems that can also be responsive to other, emergent industry and regional needs. Sustainability is about building meaningful connections and that is the essence of effective teaching/learning.

4.Greening of economies: environmental industries in Hong Kong4.1 Introduction

Global transitions towards a greener economy have been recognized in Asia and the Pacific region. The quality of growth is strongly associated with government policies that are directed towards strengthening social and environmental pillars of sustainable

development (UN, 2013, p. 62). Many initiatives by the government of Hong Kong are aimed to support green restructuring, to change existing industry practices and to shift to a low-carbon, low-waste, sustainable green future. These programs include: The CarbonSmart program; establishment of the Green Manufacturing network; Cleaner Production Partnership Program; Sustainability reporting framework ; Waste Management Initiatives; setting up a Pilot Green Transport Fund; using electric vehicles and fully subsidizing franchised bus companies to try out electric and hybrid buses; green building initiatives to ensure the compliance with the minimum energy efficiency standards; a Mandatory Energy (Efficiency) Labelling Scheme to promote energy efficiency of electrical appliances; and a commitment to reducing greenhouse gas emissions. In 2010 the Government proposed to reduce Hong Kong's carbon emissions by 50% to 60% by 2020, as compared to 2005, “to become the greenest city in the southern part of China” (Lam, 2013). All measures are aimed to support green restructuring, to change existing industry practices and to shift to a low-carbon, low-waste sustainable green future. To encourage enterprises and organizations to implement environmental management measures in their operational practices, the HK government has established Hong Kong Awards for Environmental Excellence (HKAEE) that serves as a prestigious scheme to recognize those who have contributed to the environmental protection in Hong Kong. High performance in increasingly competitive global economies, combined with the need to address global challenges posed by climate change and carbon emissions, environmental degradation and pollution, health and poverty, require successful economies to adapt innovation-driven strategies for growth. While Hong Kong SAR is scoring high on traditional economic indexes: it is ranked seventh in the world, in both the Global Competitiveness (World Economic Forum, 2014) and the Global Innovation (Cornell University, INSEAD & WIPO, 2013) indices; it is unclear how well Hong Kong SAR would score on the Global Sustainable Competitiveness Index (GSCI) that ranks the World's nations according to their current level of sustainable competitiveness and prospect for achieving sustainable development. The report ranks China 38th (it does not look at Hong Kong as a separate unit of analysis). Due to environmental challenges, innovative capacity should be directed more closely towards “faster and broader innovation of new technology [that] is critical for achieving a sustainable future, [particularly important is] the development of green industries” (Lam, 2013). Many international studies (e.g., OECD, 2011; CEDEFOP, 2012) highlight that development of human resources is in the center of

greening economies as changes associated with green restructuring have a profound impact on requirements for skills. Considering that greening of skills is a crucial component of greening economies and is on the agenda in many economies, it is important to map the situation across different economies. This paper presents some findings from the research study on “Challenges and Opportunities in Skills Building for Innovation: Human Resource Dimensions of Hong Kong’s Green Innovation” . The paper examines policies by the Hong Kong government aimed at the greening of Hong Kong, the nature of environmental industries and skills associated with their raise. It also discusses what is required to respond effectively to changes in employment opportunities that are arising from structural changes due to climate change and the emergence of a carbon-constrained economy. 4.2 Environmental industries in Hong KongIn 2008 the Task Force on Economic Challenges was established by the Chief Executive to respond to the global financial crisis. It looked at the ways to diversify the economy, promote new business opportunities and enhance the competitiveness of Hong Kong. Traditionally financial services, trading and logistics, tourism, and professional and producer services have been the ‘four key industries’ driving the Hong Kong SAR economy. Taken together the generated value added up to $1,212.5 billion and employed 1 764 200 persons in 2013 (HKSAR Census and Statistic Department, 2015). Since 2009, the Hong Kong government committed to the development of six emerging industries such as cultural and creative industries, medical services, education services, innovation and technology, testing and certification services, and environmental industries to diversify economy (HKSAR Policy Address, 2015). Various measures are being implemented by the Government to promote the development of these industries, including environmental industries. The analysis of the economic contribution and employment situation in emerging industries published in April 2015 (HKSAR Census and Statistic Department 2015) stated that 450 250 people were employed in 2013, in these industries, which is an increase of 3.5% from the 434 980 people in 2012. The contribution of these industries to total employment rose from 11.9% in 2012 to 12.1% in 2013 (HKSAR Census and Statistic Department, 2015 3.2) (Figure 1). Figure 1. Value added and employment in selected industries, 2010 to 2013

Source: Hong Kong Monthly Digest of Statistics April 2015 Feature Article: The Four Key Industries and Other Selected Industries in the Hong Kong Economy. The composition of environmental industries in Hong Kong mainly includes “sewerage and waste management, environmental engineering and consultancy services as well as import/export and wholesale trading of waste and scrap.” (HKSAR Census and Statistics department, 2005). This classification is based on 13 International statistical guidelines for environmental industries. Two main sources, however were the Opening Markets for Environmental Goods and Services published by the OECD in 2005 and the final draft of Data Collection Handbook on Environmental Goods and Services Sector published by the European Commission in

2009 (HKSAR Census and Statistic Department, 2011) Environmental industries are widely recognized as a new growth sector, generating employment as well as playing a major role in the transition of economies towards sustainable development. The added value of environmental industries was $7.1 billion in 2013 (or 0.3% of GDP), representing a growth of 5.2% from $6.8 billion in 2012 (HKSAR Census and Statistic Department, 2015, 3.8) (Figure 2). Figure 2. Value Added by Environmental Industries

Source: Hong Kong Monthly Digest of Statistics April 2015: The Four Key Industries and Other Selected Industries in the Hong Kong Economy In 2014 there were 217 companies registered in environmental industries. The top three areas are environmental audit/ environmental management system service (130 out of 217 companies are involved); energy management (126 out of 217 companies) and environmental impact assessment (121 out of 217 companies) (Appendix 1).

4.3 Green industries in Hong Kong: policies and government initiativesThe HK Government has been actively pursuing development of environmental industries. In supporting this growth, it has been undertaking different measures that are stated in the Annual Policy Addresses. In 2015 a number of measures were announced in such areas as: Cleaner Production allocate $150 million to extend the Cleaner Production Partnership Program to encourage Hong Kong-owned factories in

Guangdong to adopt cleaner production technologies introduce legislation to require non-road mobile machinery newly supplied for local use, including generators and excavators, to

comply with statutory emission standards Waste Management set out the “Hong Kong: Blueprint for Sustainable Use of Resources” examine quantity-based charging for municipal solid waste for waste reduction at source review the charge level for construction waste disposal introduce a Recycling Fund to upgrade the operational capabilities of the recycling industry, increase the quantity of the

recyclables recovered, raise the quality of treated materials and establish a stable outlet for recycled materials explore manpower training, research and development of technology and products, and operational parameters on waste

management expand the glass bottle recycling network implement the Producer Responsibility Scheme on Waste Electrical and Electronic Equipment. form a working group on a “clean recycling” campaign to promote source separation and cleaning of waste at the community

level launch the Food Waste and Yard Waste Plan for Hong Kong 2014-2022 to target the reduction of food waste disposal in landfills

by 40% in 2022

launch the Food Wise Hong Kong Campaign and “Food Wise Eateries” campaign set up the Environment and Conservation Fund which will set aside over $10 million to support NGOs in collecting surplus food earmark $100 million to implement waste reduction projects commit an organic waste treatment facility in Siu Ho Wan in 2017 to convert food waste into electricity

Green Building and Energy Conservation achieve the new target of 5% electricity saving consumption for government buildings announce the outcome of the fuel mix public consultation exercise and identify a way forward Air Pollution require ocean-going vessels berthing at the ports in Pearl River Delta to switch to cleaner fuel Green procurement expand the current procurement list update the specifications and verification methods explore wider use of recycled and other environment-friendly materials promote green procurement to both the public and business sectors (HKSAR Policy Address, 2015) Environmental technologies are closely related to Innovation and Technology industries, where the government offers financial support to stakeholders in the industry, academia and research sectors to commercialize results of their R&D activities. Through the Science Park, the government provides world-class technology infrastructure for enterprises, research institutions and universities. These measures are aimed towards the facilitation of sustainable development of environmental industries. Although the 2015 Policy Address put a great emphasis on waste management, previous policy directions pursued by the government have been aimed at energy conservation and the decrease of air and water pollution. For example, The Hong Kong government started the initiative to

retrofit vehicles to meet Euro III standards or above with an aim to ensure that all cars running on the road can meet Euro V standards to keep carbon emissions as low as possible. Government promotes electric buses and cars. There is also a requirement for LPG taxis and minibuses to install a new catalytic converter. The Hong Kong government is supporting a measure to mandate the use of low-sulfur fuel while berthing in Hong Kong water.

In 2008, the Hong Kong Government launched a five-year Cleaner Production Partnership Program to support local environmental services providers at the Mainland market (Environment Bureau, 2011). The program encourages Hong Kong-owned factories in the Pearl River Delta region to adopt cleaner production practices and technologies. A local environmental technology service provider’s registered under the Program can provide technical services for participating factories to adopt cleaner production. The Government extended the Program for two years from 1 April 2013 to 31 March 2015 (GovHK, 2014) to cover the entire Guangdong Province and Hong Kong. An additional funding of HK$50 million was allocated for its implementation (GovHK, 2014). In promoting local development of environmental industry, the Building Energy Efficiency Ordinance put forward the energy efficiency designs standards and this requires certain buildings to conduct energy audits. This requirement can bring extra business opportunities to electrical, mechanical and building services (Environment Bureau, 2011). The Mandatory Energy Efficiency Label Scheme also boosts the sales of energy efficiency products, promotes green economy and brings more green business opportunities for importers and retailers (Environment Bureau, 2011). 4.4 Green industries – what skills are required?In terms of employment, environmental industries employed 40 650 people in 2013 (or 1.1% of total employment), with an increase of 2.9% when compared with 39 520 people in 2012. (HKSAR Census and Statistic Department 2015, 3.8) (Figure 3). For example, the completion of the Science Park helped to accommodate about 150 green technology companies and opens 4 000 research and development positions in green technology (HKTDC, 2014). Figure 3. Employment in environmental industries

Source: Hong Kong Monthly Digest of Statistics April 2015: The Four Key Industries and Other Selected Industries in the Hong Kong Economy Occupations in environmental industries are identified as follows: • Water conservation and pollution controlRelated services rendered by the industry may involve biological treatment, chemical treatment, physical treatment, sludge treatment, etc., as well as supply and installation of equipment like monitoring/measurement/analytical apparatus and pumping systems.• Air and odor pollution controlThis includes services in relation to gas emission controls, odor/organic gases controls, particulate controls, etc., for which chemicals such as activated carbon, catalysts and scrubbing solution, as well as equipment for purposes of monitoring and analysis, enhancement of ventilation, filtration, germs killing, dehumidification/ humidification, air ionization, deodorization and aromatization may be involved.• Energy conservation

This involves rendering of energy conservation services in relation to areas like recovery of residual heat and pressures, low-energy production processes and the adoption of alternative and/or renewable energy.• Waste treatment, disposal and recyclingThis involves design and supply of waste handling, storage, disposal and control systems/equipment, as well as provision of waste reclamation, transportation and recycling services.• Noise control and mitigationThis involves design of noise mitigation systems and solutions, and supply of noise control equipment like noise barriers and vibration isolators.• Environmental consulting servicesWith knowledge of latest environmental technology and experience of technology integration, some Hong Kong companies are providing consulting services to enterprises in Hong Kong and the Chinese mainland to help them contain pollution. (HKTDC, 2014) 4.5 Educational programsAs there are no major studies committed by the government on skill demands for environmental industries, this paper refers to some findings from the author’s projects. The phone survey and internet searchers were used to identify educational programs in Hong Kong that support environmental industries. They are delivered at different levels. Most of them are environmental engineering or energy-related programs on the undergraduate level. Their intake is approximately 310 students per year. In 2015, 2 new undergraduate programs were opened by THEi (a TVET institution) and Hong Kong University (HKU) Space in Environmental Engineering and Management as well as Occupational Safety, Health and Environment. Except for the program 'Bachelor of Science in Applied Science (Energy and Environment)" offered by the Open University of Hong Kong which is a new program, program on environmental engineering and energy science at Hong Kong University of Science and Technology, The City University of Hong Kong and The Hong Kong Polytechnic University have a relatively steady intake of students, with a small increase in enrollment over the past 5 years. Programs offered at the Higher Diploma level focus on environmental science; environmental management & occupational safety and conservation. Three of them are delivered by a TVET institution – Hong Kong Institute of Vocational Education (IVE) and one by HKU Space with and an average annual intake of 260 students.

In addition, Hong Kong universities offer Master programs by courses (annual intake of around 200 students) and Master programs by Research (annual intake about 110 students). Two postgraduate diploma programs, one in Environmental Science and Technology, and another one in Environmental Engineering and Management that can attract up to 60 students but enrollment figures fluctuate to a large extent. There is a program that offers a postgraduate certificate in Environmental Science and Technology with an intake of up to 5 people and a Doctoral program on a similar scale (Doctor of Philosophy in Energy and Environment). More details are provided in Appendix 2. As some data obtained from education providers could go across two programs (e.g. MPhil/PhD; MSc/Post graduate Diploma), all numbers presented above are indicative. Three new programs have been recently established (one at the Bachelors level, two on the Postgraduate diploma level). This might serve as an indication of an increased demand in specialized skills in Low Carbon Management and Sustainability Reporting and Green Building Management. 4.6 Case study – Institute of Vocational EducationThe Hong Kong Institute of Vocational Education (IVE) is the main TVET provider of programs for Environmental industries at the levels of Associate Diploma and Higher Diploma. It is a part of the Vocational Training Council (VTC) that is the main TVET provider in Hong Kong. This case study is based on the interview with a senior manager from VTC who is also in a senior position at IVE. As an institution, VTC has an ‘environmental policy’ to minimize use of paper, electricity and conserve water. It is a part of internal management. In terms of educational approaches towards environmental issues each department develops their own standing. Traditionally, the department of Applied Science, for example, focuses their teaching and learning on the measurement of water, air, sound and solid pollution. Higher Diploma in Environmental Science is training technicians who can potentially work in government and commercial labs to conduct environmental assessment to ensure that industry meets the government’s legislation requirements. Recently the department has decided to move beyond the area of ‘legislative environment’ and started to implement an idea of ‘cultural management’ to train personnel on how to build environmentally friendly culture within industry and other institutions in Hong Kong. Therefore, they introduced a new Higher Diploma program on Environmental Protection and Management, so their graduates could bring environmental thinking into companies.

Sometimes, to increase employability of graduates, they combine several focuses in one program, for example management and conservation. Another mechanism to increase students’ employability is to pay particular attention to transferrable skills. They run ‘a whole person development program’ where they are focusing on such issues as responsibility, learning skills for lifelong learning, language (communication skills), environment and exposure to China. This program helps students to develop generic skills in addition to vocational skills. In terms of learning skills, at the beginning of each academic year, IVE has introduced students to different learning techniques, attitudes required towards learning, ways to collaborate and form a study group, to ‘open up’ and take a new challenge. The Institute encourages students to learn using their own initiative, and sometimes they introduce a mentor to the student. At the level of Associate Degree, 60% of time is devoted to generic modules, at the level of Higher Diploma, 60-70% is allocated to vocational modules. For Applied Science programs, environment is a part of vocational modules as it is related to future students’ employment. The introduction of new programs is based on the information collected by senior management, newspapers and communication with industry. The market is changing rapidly, so senior management is always alert. In 2013 they launched a Higher Diploma in conservation and tree management due to a number of incidents with falling trees in HK. For the programs that are not preparing students for environmental industries, environment can also be used as a topic for generic modules, for example, to teach English. VTC has a Corporate Environmental Office that organizes eco-trips to conservation parks, organic farms, wetlands to introduce environmental issues to students. In addition, each program proposes student enrichment modules, when students have an opportunity to extend their horizons and to learn something beyond their syllabus. Environment is one of such modules that students from different programs can choose. Through communication with industry, the Institute of Vocational Education realized a need to enhance knowledge and upgrade

competencies in the area of energy management. As a result, the engineering department introduced a Professional Diploma in Environmental Technology and Management. This program provides targeted training for practitioners in the area of environmental management. The program is closely related to electronics, machinery, and methods of saving energy. Students in the engineering department designed a solar powered car to take part in an international competition in Australia. During studies, students look into hybrid and solar powered cars as well as the efficiency of the batteries. Major challenges in meeting the demands for green skills are closely related to some general issues TVET is facing in HK. Some of them are discussed below. Industry demand is not stable, for example, companies can move overseas or to Mainland China, so manpower requirements can change. Therefore IVE is planning to launch more population-based programs related to food security, pharmaceutical science, linking environmental programs with health programs. This approach can increase employment opportunities for graduates. Now it is around 80% after 3 months of graduation. The size of the market for environmental industries is relatively small, so very specialized training cannot be organized in Hong Kong. For example, VW-VES (HK) Limited (a subsidiary of Veolia) was contracted by the Environmental Protection Department in Hong Kong to design, build and operate the Sludge Treatment Facility (STF) in an environmentally safe and sound manner at Tsang Tsui, Tuen Mun. At the construction stage, the company could not find required expertise and brought it mainly, from overseas. Then for a number of positions, local specialists were trained on-site. It is not feasible to train them through the educational system as the only working place for them would be the Sludge Treatment Facility (STF) in Tsang Tsui. ‘Direct feedback from the industry rather than just a statement from the government’ [in terms of policy statements] influence program developments in TVET. Although government’s suggestions on what economic areas have a potential for development could be important for TVET to consider, the government does not have direct control of TVET in terms of giving orders on what programs to start. TVET conduct a feasibility study before they can launch a new program, so they rely more on responses from the industry.

Students enter the program as a step towards university entry. As TVET has formal agreements with several universities, students who pass the requirements of Higher Diploma should be admitted to these universities. Around 40% of IVE graduates are going to universities. So during their time at IVE they are not really interested in TVET programs, particularly, in learning more about industries. Most of students are not interested in learning. They just want to spend 2 years with IVE and receive their degree. “They do not excel themselves. This is a mentality”. They are passive learners that do not have an entrepreneurial spirit. If they are not going to university, they prefer to go to the industry and stay in a position and then be promoted. They want to have a secure job and are not ready to take a risk associated with opening their own company. Creativity vs. operating procedures. At the level of technicians, employees need to follow quality assurance system, step by step. They have to follow standard operating procedures or group manufacturing practices. “I do not think that our students are very creative”. For their final year project they can choose their own topic but usually they modify the one that is suggested by the teacher. Limited time in the program – TVET have students for 2 years out of 14, many qualities cannot be developed over such a short period of time. Creative thinking development should start from primary school onwards. It is challenging to prepare students to move from school to work within 2 years. “I would not say that we can play a very important part in students’ development in terms of creativity and innovation”. However, it is important to develop critical thinking on how to solve problems and put them into practical application. Therefore an industrial attachment can really play an important role (usually 3-4 weeks during summer break, min requirements is 90 hours). In addition, when IVE conduct a consultancy for the industry, they are trying to include students, to engage them into projects. It is difficult for the industry to communicate their needs in terms of required competencies. Therefore, IVE programs are outcome-based in nature. It is easier for the industry to formulate what is required in terms of outcomes. The outcome-based nature of the

programs can be beneficial in terms of boosting students’ innovation. Previous studies demonstrate that training packages and the model of competency based training that underpins them are not aimed towards innovation as they focus on current competencies rather than skills required for future innovation (Dalitz, Toner & Turpin, 2011). These limitations have an impact on the types of programs provided by TVET and on the type of learning that students can experience. In preparing students for work in environmental industries IVE and other providers focus mainly on specialized green skills that are delivered through specialized programs such as Higher Diploma in Environmental Science, Higher Diploma in Environmental Protection and Management, Bachelor of Engineering in Environmental Engineering and Management and others. Training is provided for occupations identified by HKTDC. Their graduates are working in industry helping companies to meet government regulations. For example, environmental consulting services provide an Environmental Impact assessment before the beginning of a construction project. These consultants could be university graduates with environmental science or chemistry major or construction officers who participated in the in-service course run by VTC (by Engineering discipline in-service training officer). Reports prepared by these consultants are submitted to the Environmental Protection department, so construction projects can be approved. Another example – is on-site work of environmental officers who control air-pollution, dust and noise during the process of construction. Therefore requirements for industrial practices that are influenced by government regulations have a strong impact on training requirements and are reflected in education and training programs for environmental industries. In identifying a gap in required and supplied numbers of graduates for environmental industries and a gap in skills required, additional research is needed, so a significant number of environmental companies can be surveyed as well as teachers and students in TVET. 4.7 IndustryAdoption of alternative and renewable energy belongs to the Energy management category within the area of environmental engineering. In 2014, 126 companies were registered in this area in Hong Kong. The case study below presents the results of the

interview with representatives of the Environmental Working Committee at Towngas, the first public utility in Hong Kong. Towngas was established more than 150 years ago, it is one of the largest energy suppliers in Hong Kong. They strive to provide reliable and safe gas supply to customers while endeavor to achieve environmental sustainability and conserve the environment. The Company has business in Hong Kong and Mainland, and is developing a new energy sector as a part of its growing business. In relation to this new energy business, ECO Environmental Investments Limited, a subsidiary fully owned by Towngas, was established to operate a number of new projects including commission of liquefaction plants, utilization of mine gas, exploration of methanol and coal resources in China as well as building an aviation fuel storage facility in Hong Kong. Currently, the enterprise has a total of five liquefied petroleum gas (LPG) filling stations in HK, and utilizes landfill gas as a heat energy for town gas production at its Tai Po plant (NENT project). However, new green business accounts for only 2% of the total electricity production by Towngas. These measures are aimed at improving air quality (the replacement of diesel vehicles to LPG ones) and minimizing the use of resources (otherwise landfill gas might just flare off), and at the diversification of a company’s business. The NENT landfill project was a self-initiated project. Since 2007 it has been reducing naphtha and carbon emission. The project was designed by the company’s in-house team to deal with identified engineering and operational issues. Recently, Towngas received an approval from the government to build another landfill gas utilization plant at the SENT landfill site. Although this negotiation process took place for more than ten years, it is now expected to be commissioned before the end of July 2016, with an estimated 56 000 tonne reduction in carbon emissions annually. Three main reasons for the company’s interest in doing green business are: The company recognizes that its operation can cause serious impacts on the environment and health. As one of the largest energy

suppliers, the company bears social responsibility to conserve the environment. The company wants to deliver an image of sustainable and green enterprise to its customers to maintain a good reputation. The company needs to comply with government standards, however they are going beyond the government’s regulations aimed at

combating climate change and lowering carbon emissions. Therefore, consumers’ influence, government regulations and social responsibility are the main reasons for going green by Towngas. Most initiatives have been proposed by the Environmental Working Committee of Towngas and developed by the company itself. They sit well within the company’s slogan - Growth: Innovation x Implementation. Examples of green innovations and practices include the use of Glass-In-Gas Fiber Layering Technology (since 1998). The concept is to install optical fibers within gas pipes. By harnessing previously and extensively -installed gas pipes network, optical fibers installation time was minimized and minimal trenching was required. The techniques are considered environmentally-friendly. In business with China, the company dedicated itself to driving innovation with the use of technologies in energy business. The company has the largest coalbed methane liquefaction plant in Shanxi, China where coalbed methane, a gas that exists in coal mines is extracted to be used as a clean fuel. Meanwhile, another project in Inner Mongolia makes use of coal gasification techniques to create syngas and then convert it into methanol, a chemical product of high economic value which can be used as a clean vehicular fuel and as a raw material for chemical products. In 2013, the company had another carbon reduction project in China. The project applied an innovative technology by collecting cold energy released by liquefied natural gas (LNG) gasification for ice manufacturing. As the majority of innovation is produced by engineers in Towngas, greening is mainly related to technical innovation. Therefore, green attitude, innovation and technical skills are required. People who are involved in green innovation are not necessarily the graduates of ‘environmental programs’, they are mainly graduates of the engineering programs. During the recruitment process problem-solving and project management skills are identified as more important compared to specific technical knowledge and skills as the company provides training for newly recruited staff. When asked about generic skills used at work, Towngas identified differences in skills used at the workplace by different categories of employees. For managers, problem-solving (facing complex problems - at least 30 minutes of thinking to find a solution), task discretion (choosing or changing the sequence of job tasks, the speed of work, working hours; choosing how to do the job) and

influencing skills (instructing, teaching or training people; making speeches or presentations; selling products or services; advising people; planning others’ activities; persuading or influencing others; negotiating) are of most importance. Due to the physical nature of work for technicians, physical skills (working physically for a long period) and reading (reading documents: directions, instructions, letters, memos, e-mails, articles, books, manuals, bills, invoices, diagrams, maps) are of most importance followed by learning at work (learning new things from supervisors or co-workers; learning-by-doing; keeping up-to-date with new products or services), cooperative (co-operating or collaborating with co-workers) and self-organizing skills (organizing one’s time) (Figure 4). Figure 4 Towngas – generic skills used at work

These results demonstrate that the nature of work is very different in this organization for different categories of employees and the responsibility for green innovation sits at the managers’ and professionals’ levels. To enable innovation, Towngas offers different types of training for staffs and university students. One of them is a 2-year graduate training program in which a trainee is attached to a company in Mainland China for 6 months under the guidance of a mentor. Another one is called the industrial training scheme

targeting local and overseas university students for fixed periods. Towngas established the Towngas Engineering Academy in 2009, aimed at providing structured and continuous professional training in gas engineering and management for their employees and contractors in Hong Kong and mainland China. The Academy organizes cross-border short courses, such as LNG training courses in conjunction with Zhong Shan University and Hua Nan Polytechnic University to foster engineering excellence and the professional advancement of their staff. From time to time, the company hosts lunch time in-house training concerning the latest engineering aspects. To ensure that technicians have an appropriate level of specific technical skills when Towngas hires VTC graduates, they undergo a 6-month training attachment in the company before they can start working on their own. The case study presented above is just one example of data collected through a large scale project that includes both companies from environmental industries and other companies. The importance of the agency was a crucial factor for both types. In the current situation, industry is mainly interested in greening to increase profitability of the business, however, often the whole process of greening depends on initiative and enthusiasm of one (often an environmental engineer or a leader of the company) or a small team of people. One example is the award established by the Federation of HK Industries (FHKI). Due to the commitment of one person in the leadership of this organization the One-one-one project scheme has been successfully running over the past several years. The scheme asks companies to set-up one environmental project for one year. Now this scheme is flourishing and companies are interested in being involved and applying for an award associated with this scheme. However at the beginning, this one person from the FHKI personally went to a number of companies encouraging their management to accept the idea and to set up an environmental project. Often these projects relate to the optimization of business operations by reducing waste, resources and energy consumption, however, sometimes they relate to technical innovation to ensure cleaner production or for designing and manufacturing green products (e.g. green building material). Although industry (particularly big and multinational companies) is active and putting effort in getting greener, a number of companies interviewed believe that collaborative effort is required to green HK economy. Several companies, including Towngas,

when comparing the governments of Mainland China and HK government, identified a more supportive and proactive position of the Chinese government in driving green innovation. For Hong Kong clearly-defined targets and key performance indicator (KPI) should be set up by the government, so that all sectors and companies can work towards a collective goal as this is not a job for a single company. The HK government should lead the process of greening economies. Currently, the government’s departments are often not helpful in facilitating and accelerating green innovation. It could take very long to receive an approval for something new and innovative. The ITF fund could also increase its efficiency by adjusting criteria for funding applications However, all approval processes that relates to existing government environmental regulations are working relatively efficiently. In terms of education, there is a need to develop innovation skills and change the mindset towards innovation. The whole educational system should be emphasized on thr development of critical thinking and problem-solving abilities. 4.8 ConclusionIn summary, the Hong Kong government is paying particular attention to support environmental industries. Since 2009 every policy address has announced government measures and financial support for their development. The government has effective environmental regulations to ensure appropriate industry practices, but it encounters significant inefficiencies when companies are applying for an approval for technical innovative solutions to facilitate the process of greening. Usually it takes very long (could be up to 10 years) to receive an approval for a significant project. Sometimes these delays relate to the lack of specific expertise in HK, so overseas experts have to be involved. This demonstrates the tension between security and innovation, although both are targeting the greening of economies. HK is relatively well prepared to supply employees for environmental industries. At the level of technicians, students are developing required skills that are identified in consultation with industries. However, many big companies have their training programs after recruitment, so graduates can learn specific skills in a specific context. Companies do not view this requirement for additional training as an indication of the failure of education and training system. Due to the relatively small market, it is difficult for VTC to provide very specialized training. However, companies request the development of critical thinking, problem-solving skills from education, as

well as a positive attitude towards innovation and an active mindset. These generic qualities are viewed as important for the bachelors’ graduates, although at the level of technicians in traditional companies (not in the ‘innovative organizations’) these are not required at the workplace. There are several options of how environmental awareness can be raised in students enrolled in VTC programs other than environmental sciences. Examples include the introduction of environmental issues in generic modules or in enrichment programs. However, these options might not be appreciated by the students if environmental issues have not been well addressed throughout their schooling years. TVET believes that students they admit could be better prepared by the schooling system. They could have better developed learning skills and critical thinking skills. AcknowledgementsThe project Challenges and Opportunities in Skills Building for Innovation: Human Resource Dimensions of Hong Kong’s Green Innovation (2013-2015) has been supported by the Hong Kong Institute of Education as a start-up project for author’s appointment. Many thanks to LAU Tracy who is a research assistant in the project. Appendix 1. Number of companies in Environmental industries Different occupation

Description (HKTDC, 2014) Categories Number of companies (EPD

Areas

s in environmental industries

,2014)* allow multiple counts

Full list 217Air and odour pollution control

This includes services in relation to gas emission controls, odour/organic gases controls, particulate controls, etc., for which chemicals such as activated carbon, catalysts and scrubbing solution, as well as equipment for purposes of monitoring and analysis, enhancement of ventilation, filtration, germs killing, dehumidification/ humidification, air ionization, deodorization and aromatization may be involved.

Air pollution 113 sewerage and waste management/ environmental engineering

Greenhouse gas management services

98

Ene This involves rendering of energy Energy management 126 envir

rgy conservation

conservation services in relation to areas like recovery of residual heat and pressures, low-energy production processes and adoption of alternative and/or renewable energy.

onmental engineering

Environmental consulting services

With knowledge of latest environmental technology and experience of technology integration, some Hong Kong companies are providing consulting services to enterprises in Hong Kong and the Chinese mainland to help them contain pollution.

Environmental audit/environmental management system service

130 consultancy servicesEnvironmental impact

assessment121

Landscape and visual assessment

64

Procurement/contract strategy

67

Urban & regional planning and design

68

Noise control and miti

This involves design of noise mitigation systems and solutions, and supply of noise control equipment like noise barriers and vibration isolators.

Environmental noise 103 environmental engineering

gation

others

Hazard assessment 84 sewerage and waste management

Laboratory services 70

Water conservation and pollution control

Related services rendered by the industry may involve biological treatment, chemical treatment, physical treatment, sludge treatment, etc., as well as supply and installation of equipment such as monitoring/measurement/analytical apparatus and pumping systems.

Chemical waste 75 sewerage and waste management/ environmental engineering

Liquid waste 104

Waste

This involves design and supply of waste handling, storage, disposal and

Solid waste 95

treatment, disposal and recycling

control systems/equipment, as well as provision of waste reclamation, transportation and recycling services.

* Most of 217 environmental industry companies in Hong Kong provide environmental services in several areas, those companies counted multiple times in the above list.Source: Collated by the author based onhttp://www.epd.gov.hk/epd/english/business_job/business_opp/directory_ec.html

Appendix 2. Courses/Programs to support Environmental Industries in Hong Kong

Level of Qualification

Name of Programme

Programme provider

Intake per year

Bachelor

Bachelor of Engineering (Hons) in Environmental Engineering and Management

THEi (Technological and Higher Education Institute of HK)

30

Bachelor

Bachelor of Science in Applied Science (Energy and Environment)

Open University of Hong Kong

>100

Bachelor

BSC (Hons) Occupational Safety, Health and Environment *( distance learning with face-to-face tuition programme)

HKU Space

new

Bachelor

Bachelor of Engineering (Honours) in Energy Science and Engineering

The City University of HK

42

Bach

BEng in Chemical and Environmental Engineering

HKUST

15

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elor

Bachelor

BEng in Civil and Environmental Engineering

HKUST

72 (923 alumni)

Bachelor

BSc in Environmental Management and Technology

HKUST

30 (109 alumni)

Bachelor

Environment and Sustainable Development - BSc(Hons)

HK PolyU

24

Doctoral

Doctor of Philosophy in Energy and Environment

The City University of HK

4

High

Higher Diploma in Environmental Science

IVE 75

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er DiplomaHigher Diploma

Higher Diploma in Environmental Protection and Management

IVE100

Higher Diploma in

Higher Diploma in Conservation and Tree Management

IVE50

Higher Diploma

Higher Diploma in Environmental Studies and Occupational Safety

HKU Space

40-45

Postgradate Diploma

Graduate Diploma in Environmental Engineering and Management

HKUST

depends on appli

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cation number

Postgraduate Diploma

Executive Diploma in Low Carbon Management and Sustainability Reporting

HKU Space

new

Postgraduate Diploma

Postgraduate Diploma in Green Building with Management

HKU Space

new

Research Master

MPhil-PhD in Environmental Science *( waste analysis and treatment)

CUHK 3

Research M

Mphil/PhD in Environmental Engineering

HKUST

203

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asterResearch Master

Mphil/PhD in Civil and Environmental Engineering (CIVL)

HKUST

Taught Master

MSc(Eng) in Environmental Engineering

HKU

Taught Master

Master of Philosophy in Energy and Environment

The City University of HK

45

Master of Science (MSc) in Environmental Health and Safety

HKUST

MSc in Environmental Engineering and Management

HKUST

~20

Taught Master

Mphil/PhD in Environmental Science and Engineering

HKUST

5Taught Master

MSc/PGD in Environmental Science and Management

HKUST

Taught M

Master of Science in Environmental Management and Engineering

HK PolyU

~30

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aster

Taught Postgraduate

Postgraduate Certificate in Environmental Science and Technology (Pollution Monitoring and Control / Environmental Health and Resources Management / Environmental Impact and Risk Assessment / Environmental Health and Food Safety)

The City University of HK

5

Taught Postgraduate

Master of Science / Postgraduate Diploma in Environmental Science and Technology

The City University of HK

60

Source: Data collected by the author from the multiple sources, including universities’ websites, phone calls re admission numbers, other web sources.

5. TVET Green Skills Development in Indonesia 5.1 Indonesia and the Green EconomyGeography Indonesia consists of 17,508 islands, and located along major sea lanes

between the Indian Ocean and the Pacific Ocean. It has an area of 1,904,569 sq km, which is the 15th largest in the world, consisting 1,811,569 sq km of land and 93,000 sq km of water. The 5 largest islands are Kalimantan (539,460 sq km), Sumatera ( 473,606 sq km), Papua (421,981 sq km), Sulawesi (189.216 sq km), and Java (132.107 sq km). The archipelago is located in the equator, and has a tropical climate with dry and rainy seasons.

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Population Indonesia is the fourth most populous economy in the world with an

estimated population of 253,609,643 by July 2014. Indonesia’s population covers more than 39% of the total population of 10 Southeast Asian economies (ASEAN Community in Figures 2011). The economy has a 1,49% annual population growth rate, which varies among the 33 provinces.

Population Pyramid

(Source:

CIA Factbook) Most of the population is in the younger age groups with over 50% of

the population under 29 years old and 60% under 29 years old. The median age of the population is 28.9 years (compared to Japan’s 44.6 years), with a life expectancy of 71.9 years (69.33 years for males and 74.59 years for females). Around 52% of the population lives in urban areas (Indonesia Investment Coordinating Board, http://www7.bkpm.go.id).

The dependency ratio, the number of children and elderly that has to be

borne by every 100 productive age population, was 48.3 in 2010, a considerable change compared to 79.4 in 1971. This trend will peak at 2020 when the dependency ratio reached its lowest point, resulting in a “demographic bonus” as the working age population continuous to increase relative to the rest of the population. This period represents an abundance of opportunities for business expansion and investments,

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until the economy is expected to face the problem of an ageing population after 2050.

Demographic Bonus in 2010-2020

(Source: Coordinating Ministry For Economic Affairs RI, 2011) Economy In 2014, the Indonesian Gross Domestic Product (GDP, official

exchange rate) was estimated to have reached $856.1 billion, while its GDP (purchasing power parity) was estimated to be US$ 2.554 trillion, which is the 10th largest in the world. Unfortunately, the GDP per-capita was $10,200, ranked as 133rd in the world. (CIA World Factbook).

The global financial crisis in 2008 has not significantly impacted the

Indonesian economic growth which has grown 6,23% from 2011 to 2012. However, this increment is still below the government target of 6,5%. The Indonesian Gross Domestic Product (GDP) averaged 5.40 percent from 2000 until 2014, expanded 4.71 percent in the first quarter of 2015 over the same quarter of the previous year. The growth rate reached an all time high of 7.16 percent in the fourth quarter of 2004 and a record low of 1.56 percent in the fourth quarter of 2001 (Indonesia Bureau of Statistics). The International Monetary Fund in 2012 projected that Indonesia will be at the top 3 fastest economic growths among G20 economies.

Nominal GDP Growth Projection by IMF

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(Source: Indonesia Investment Coordinating Board) Indonesia’s global competitiveness has noticeably increased in the last

five years. Indonesia ranked 54th in 2009-2010, 50th in 2012-2013, 38th in 2013-2014, and presently 34th in 2014-2015. The sharp increase in Indonesia’s global competitiveness is in part due to infrastructure development in the last five years. The acceleration of infrastructure development is supported by the programs contained in the Master Plan for Acceleration and Expansion of Indonesia’s Economic Development (MP3EI) by prioritizing national connectivity in 6 economic corridors. In addition, the Indonesian government also continually promotes policies on industrialization and up-streaming which are expected to enhance added values for national economic activities (http://setkab.go.id).

Industry The composition of the Indonesian economy in 2014 is 14.2% from

agriculture, 45.5% from industry, and 40.3% from services. The largest industry sector in Indonesia based on GDP contibution between 2002-2010 is the manufacturing sector (23.91%), followed by the agriculture, animal farming, forestry, and fishery sector (14.41%), the trade, hotel, and restaurant sector (12.07%) and the mining and extraction sector (10.21%). This has much changed from the 1960s which was largely dominated by the agricultural sector followed by the trade, hotels, and restaurants sector and the manufacturing sector.

Average Industry Contribution to GDP 2002-2010

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(Souce: Ministry of Tourism and Creative Economy)

Green Policies The National Council for Climate Change in 2009 has acknowledged

that climate change and global warming will create serious threats to Indonesia's socio-economic growth. Indonesia needs to change its development policies into a more integrated approach in pursuing a more sustainable development pattern. These policies should offer opportunities in terms of incentives, financing, efficiency, and competitiveness, along with more environmentally friendly and low carbon economic growth.

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The Government of Indonesia will reduce the carbon intensity of its

economy through nationally funded initiatives which will cut 26 percent of greenhouse gases emission by 2020, while inititatives that receive international funding will target 41 percent emission reductions.

Indonesia has launched a US$ 632 billion (Rp 73.3 trillion) fiscal

stimulus in February 2009, which amounts to 1,4 percent of 2008 GDP, of which seven percent consisted of funds to boost energy-saving investments.

Environmental Policies Regulation Scope of Regulation

Law of the Republic of Indonesia No. 4/1982

Basic provisions of environmental management

Law of the Republic of Indonesia No.23/1997

Environmental Management Regulations

Law of the Republic of Indonesia No.32/2009

Environmental Protection and Management.

Presidential Regulation No. 61 / 2011

Reduction of greenhouse gas emissions

Energy Conservation Policies Regulation Scope of Regulation

Ministry of Energy and Mining Regulation No.100.K/48/M.PE/1995

National Master Plan for Energy Conservation

Presidential Regulation No. 5/2006

National Energy Policy

Law of the Republic of Indonesia No. 30 / 2007

National Energy Policy

Presidential Regulation No. 70 / 2009

Energy Conservation

Presidential Instruction No. 13 of 2011

Energy and water usage limit

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National Development Policies The Law of the Republic of Indonesia No.17/2007 on the Long Term National Plan 2005-2025 promotes green agenda through climate change adaptation for food security, the development of alternative energy and disaster management. The Masterplan for the Acceleration and Expansion of Economic Development of Indonesia (MP3EI), State Ministry of National Development and Planning Financial Policies Presidential Regulation No. 16/2012 on Public Capital Investment Plan: investors must follow the green economy policy in their investment plans. Presidential Regulation No. 41/2013 on Luxury Tax Reductions of Low Cost Green Car (LCGC)0% luxury tax for <1200cc & 20km/l50% luxury tax for hybrids with > 28km/l75% luxury tax for hybrids with 20-28km/l Ministerial of Finance Regulation No 101/PMK.04/2007 on Tax Omissions for Environmental Pollution Preventions

5.2 TVET and Green Skills in Indonesia Indonesia has stipulated in an amendment of its constitution and

enforced in the National Law No. 20 / 2003 that the government shall allocate 20% of its national budget for education. This expenditure is higher than any other sector. This commitment is also hoped to push the economy’s’s productivity during the demographic bonus period.

Despite the difficulty in facilitating education throughout several

thousand of islands, Indonesia’s literacy rate has reached 92,81% in 2011. Education in the economy is supported by a high Gross Percentage of Participation (GPP) in Education with a total of 73.61%. The highest percentage is in Primary Education, followed by Lower Secondary Education and Higher Secondary Education.

In 2010, Indonesia has 90,557 Kindergartens, 165,491 Primary

Schools, 43,888 Lower Secondary Schools, 25,332 Upper Secondary Schools (including 8,399 Vocational Schools), and 3,629 institutions of Higher Education. The total number of Upper Secondary School

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students are 8,179,071 (including 3.319,068 Vocational School students) and 4,980,331 Higher Education students. (Source: Compilation of Data on National Education, 2009/2010, Center for Education Data and Statistics, Ministry of National Education)

The TVET in the Indonesian education system is delivered at three

educational levels. The first level is TVET in secondary schools - for example; SMK under the Ministry of Education and Culture (MoEC); Vocational Secondary School in Industrial Technology (SMTI) under the Ministry of Industry; Vocational Secondary School in Agriculture and Development (SMK PPN) under the Ministry of Agriculture; Vocational Forestry Secondary School (SMKK) under the Ministry of Forestry and Islamic Vocational Secondary School (MAK), under the Ministry of Religious Affairs. The second level is TVET in post-secondary education, examples being Vocational Training Centre (BLK) of the MoMT; Industrial Training Centre (BDI) of the Ministry of Industry and Agricultural Training Centre (BPP) of the Ministry of Agriculture. The features of this type of TVET are; (1) short period of training/short courses; (2) most of the participants are secondary school graduates; (3) the course/s offered is/are not fixed as in secondary or tertiary leveleducation.Lastly, TVET in Indonesia is also delivered in tertiary education where it may be a component of or extension to an undergraduate/postgraduate program or an independent vocational course. There are three designations - the Diploma (one to four year Diploma Program), the Politeknik (polytechnic) and the Sekolah Tinggi (institute) (Peraturan, 2010b; Undang-Undang, 2012).

MoEC contributes the largest number of TVET institutions and

students to the society compared to other ministries which also run TVET institutions. The other ministries include the Ministry of Agriculture, the Ministry of Forestry, the Ministry of Industry, the Ministry of Maritime and Fishery, the MoMT, the Ministry of Energy and Mineral Resources, the Ministry of Tourism and Creative Economy, the Ministry of Marine Affairs and Fishery, the Ministry of Health, the Ministry of Transportation, the Ministry of Communication and Informatics, the Ministry of Social Affairs and the Ministry of Religious Affairs.

In 2011, the MoEC recorded the number of TVET institutions in

secondary level (SMKs) at 9,164 and the number of students at 3,973,185 students (Kemendiknas, 2011). As a comparison, the MoMT runs 260 BLKs across Indonesia(Chen, Skjaerlund, Setiawan, Cerdan-Infantes, & Santoso, 2011); Ministry of Forestry runs five SMKK(Kemenhut, 2013);Ministry of Marines Affair and Fishery runs

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eight SMKs, two academies and one TVET in tertiary level; the Ministry of Industry runs seven Vocational Training Centres, nine SMKs and another eight TVET institutions at the tertiary level (BPSDMKP, 2013; Perindustrian, 2013). The curriculum of SMKs, regardless of the ministerial affiliation, is determined by the MoEC’s regulation concerning educational standards (Peraturan, 2006).

However, variations in the curriculum implementation are possible since the technical departments demand specific skills to fulfil their internal needs.

Most of the Vocational Secondary School belong to private institutions, and only 26,41% are public schools. The vision of vocational schools are the implementation of excellent service of vocational secondary education to establish vocational graduates who entrepreneurial, intelligent, ready to work, competitive, and have a national identity, and are able to develop local potency and can compete in the global market.

Currently, the majority of university graduates are trained in technical fields such as finance and economics (28%) or engineering and sciences (27.5%).(BKPM)

The Indonesian National Qualification Framework

Source: Ministry of Education, Indonesia Based on the President

of the Republic of Indonesia Regulation Number 8, 2012, the development of the curriculum in Indonesia must be oriented to the Indonesian National Qualifications Framework hereinafter abbreviated as KKNI. KKNI is a framework that reconcile, equalizes and integrate areas of education with vocational training and work experience in order to granting recognition of work competence in accordance with employment structure in various sectors.

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Education Standards The Government of Indonesia has officially set National Education

Standards in the form of Government Regulation no 19, 2005. The government has also established a National Education Standards Agency (abbreviated BSNP, Badan Standar Nasional Pendidikan).

The Ministry of Education of the Republic of Indonesia has issued

several regulations regarding the eight national education standards; Content Standards, Process Standards, Graduate’s Competence Standards, Educators and Education Personnel Standards, Infrastructure Standards, Management Standards, Finance Standards, and Scoring Standards.

National Competency Standard (SKKNI) In response to the MoMT’s initiative of competency certification, the

MoEC has established the SKKNI in the SMK in two ways; the SKKNI as curricular resources and the SKKNI as a skills certification framework. However, the implementation of this initiative in SMKs seems problematic.In the guidance book of the School Based Curriculum (KTSP) or the 2006 Curriculum, the MoEC referred to the SKKNI as one of the resources for the SMK curriculum in developing students’ competence (Kemendiknas, 2007a, 2007b). However, a report from Yogyakarta Province, which is prominent as an educational hub in Indonesia, reveals that the implementation of the SKKNI in SMKs, the biggest contributor of TVET students, was institutionally unsuccessful (Sayuti, 2014 March 31-April 2).

Less than six percent of SMKs in the province had established an

assessment centre (TUK) for SKKNI skill certification (Sayuti, 2013, July). The establishment of ASSESSMENT CENTRE in an SMK signifies that the school is qualified in terms of the quality of the workshop and also the SMK has a sufficient number of certified teachers in a particular skill. Less than a half of the “productive teachers” of SMK (teachers of vocational subjects) were certified in SKKNI.

Education Accreditation in Indonesia To perform quality assurance and control of education that matches the

National Standards; evaluation, accreditation and certification are conducted. Accreditation is a comprehensive evaluation and assessment process onto institutions (involved: vocational schools and study programs of vocational education) in accomplishing related education

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institution’s components, and the feasibility of their academic program. Evaluation and assessment are conducted by an asessor team consisting of experts that will evaluate and assess the evidence related to the specified standard. The evidence that comprise written reports from accredited study program will be verified and validated through visitation or field assessment.

TVET and Green Skills The 2010-2014 strategic plan of the Directorate of PSMK (TVET) has

given top priorities to trainee access (equality and accessibility), and quality and relevance of the SMK outcomes. As a consequence, the directorate has been focusing mainly in the area of improving the general quality (course content and training outcomes) of SMK.

There has not been sufficient specifically directed focus on the target of

strengthening the link between the SMK and the job market. The Directorate initiatives to enhance the SMK quality can be found through programs listed, which relate to infrastructure (construction of new SMKs/new classrooms/libraries/workshop facilities and school renovation); financial aid for disadvantage students teachers’ accreditation and certification (Kemendiknas, 2011).

In the area of ‘green jobs’, the Directorate of PSMK has not been

specifically incorporating this agenda into a specific project with a nation-wide coverage. However, text book publications concerning green jobs for green energy can be found in a particular area. For example, in 2008, the Directorate of PSMK published a book in electrical motors which addresses renewable energy in a SMK course (Suhadi, 2008). The decentralisation of educational policy in 2003 may drive initiative from local governments to address the agenda of strengthening links between the SMK, the job market and green jobs. However, the limited off and online publication from local governments has hindered the efforts made to assess the local initiative for the two issues/objectives (Sayuti, 2014).

5.3 Initiatives for Greening TVETGovernment InitiativesThe Ministry of Education and Culture (MoEC) The approval for piloting the 2013 Curriculum by the House of

Representative offers new hope for renewable energy courses in the SMKs (Sekolah Menengah Kejuruan, Upper Secondary Vocational Schools). The new curriculum will offer three new skill spectrums for SMK which include hydro technology, solar and wind technology and biomass technology (Keputusan, 2013). Officially the new curriculum should have been implemented in the 2014/2015 academic year,

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however, following the change in government, its nation-wide implementation is being re-evaluated.

There has been a moratorium for opening new study programs at the tertiary level is in place, all teacher training institutions will not be allowed to submit applications for new study programs (as a preparation for new courses in SMKs) until the 31st of August, 2014 (Dikti, 2012). In other words, delivery of new teacher training study programs in renewable energy will not commence until the 2015 academic year.

Another issue is that the new skill spectrums will need new facilities or

at least adaptation to the specific needs of the new courses. The lesson learned from the initiative of the MoEC to offer study programs in renewable energy in SMKs is the need for an integrated plan established by the MoEC. This initiative also needs a more detailed proposal/sophisticated plan, since the regulation stipulated for opening new courses in renewable energy only mentioned “the workplace demand” without any bases data of the foreseeable growth in green jobs (Keputusan, 2013). The government commitment to the initiative of the opening new courses needs to be monitored since the guideline of the 2014 Programs of the Directorate of PSMK does not signify any particular activity as a preparation of its implementation (Sayuti, 2014).

The Ministry of Manpower and Transmigration (MoMT) The general strategic plan of the MoMT has raised the green job

agenda (Peraturan, 2010a). However, in the Directorate General of Training and Productivity which is the technical unit running the BLK, ‘green job’ training or any environmental friendly training has not been addressed specifically. “The Government of Indonesia does not have a detailed skill development strategy regarding green jobs” (Zaituni, Samuel, Imelda, & Tanujaya, 2010).

The 2010-2014 Strategic Plan of the Directorate of Training and

Productivity does not raise any issue related to environmental friendly training. Even though some BLKs in East Java have for example, stated their institution’s vision as the mainstreaming of the environmental friendly jobs, report detailing for such jobs from those BLKs has not been identified yet (Sayuti, 2014).

The MoMT has assigned the issue of green jobs under several programs such as campaigns, conferences, and in service trainings with the support of the ILO and other international agencies. However, in the context of TVET, especially for BLK which is under the

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management of the MoMT, no single course or program relating to green jobs related has been offered (Kemenakertrans, 2013, in Sayuti, 2014).

The Ministry of Energy and Mineral Resources (MoEMR) The MoEMR runs three TVET institutions and a training centre in

electric power, new energy and renewable energy (Pusat Pendidikan dan Pelatihan Ketenaga Listrikan, Energi Baru, Terbarukan dan Konservasi Energi, Pusdiklat KEBTKE). None of the TVET institutions offers courses related to renewable energy; however the KEBT manages training and certification of competency in the three areas or power, new energy, renewable energy and energy conversion (Akamigas, 2013). The KEBT training targets employees of government agencies related to energy, private sectors and tertiary education institutions with the few exceptions of university students participating under their own cost.

The ministry has released several regulations on energy management, and has recommended corporate energy audits. To support this cause, the MoMT has conducted Energy Manager and Energy Auditor trainings and certification.

Ministry of Higher Education, Research and Technology (MoHERT) Regulations in research and development for electric vehicles in

Indonesia are stipulated by the Long Term Development Plan (RPJP 2005-2025) especially concerning the demand to develop and to manufacture environmentally friendly transportation. The MoHERT has been involved in the research and development for electric cars since 1997.

The prototypes of electric cars, sport electric cars and electric buses have been launched and tested for the public in several provinces. Among the government agencies and private sectors involved in the development of electric vehicle, the MoHERT has been moving forward by preparing technicians skilled in electric vehicles by conducting trainings in five cities (Jogjakarta, Surabaya, Bandung, Solo and Jakarta). One chief objective is to address the government target for mass production of ten thousand electric cars in 2017 (Hatta, 2013, December, 21st; Kemenperin, 2013). The training packages, which so far have trained 368 participants in electric cars, target three interest groups. Group A targets participants from transportation experts and transportation community groups; Group B targets Diploma 3 Mechanical Engineering students and Group C targets teachers of SMKs, lecturers and auto journalists (Hatta, 2013, December, 21st).

Government agencies and private sectors developing electric cars will soon need skilled technicians for production and after sales service. For

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this reason cooperation with the TVET sector should be encouraged as early as possible, since the training sector needs years of preparation, especially in curriculum development, teacher training and equipment for laboratories.

School-based InitiativesUpper Secondary Level Green skills in the SMKs are generally inserted in the curriculum in the

form of recycling skills, conservation of resources, and industrial health and safety practices. There has been sporadic efforts to offer specific green job related programs, but has faced challenges due to the moratorium on the development of new programs as well as the lack of interest from students and parents.

Post-secondary Level At the tertiary education level several TVET institutions under the

MoEC have started offering renewable energy related courses since the end of the 1990s. Among them are Jember (East Java) State Polytechnic (Politeknik Negeri Jember); Sriwijaya (South Sumatera Island) State Polytechnic (Politeknik Negeri Sriwijaya); Jakarta State Polytechnic (Politeknik Negeri Jakarta); and Bandung (West Java) State Polytechnic (Politeknik Negeri Bandung). Other polytechnics and universities are on the way to starting course/study programs in renewable energy from a three year Diploma to a Master’s Program (e.g. Politeknik Bandung; the Gadjah Mada University; Universitas Darma Persada-Jakarta). This number of polytechnics and universities offering the green jobs course can be considered tiny when compared to the total number of tertiary education institutions in Indonesia (3124 privately owned and 92 public institutions).

The Yogyakarta Institute of Technology, a private tertiary education

provider, has established a Faculty of Environmental Engineering, which consists of a program in of Environmental Engineering and Environmental Sciences.

The Center for Regional Energy Planning (PUSPER) initiated by the Muhammadiyah University of Yogyakarta in cooperation with other institutions such as TU/e Netherlands, Energy and Mineral Resources Department, and other institutions has developed a demo house of green energy located in Bantul District, Special Region of Yogyakarta Province. The building is aimed as learning model for college students, practitioners, and public to learn about building with environmentally friendly construction and design. The activity conducted by Pusper in the context of green house gives consultancy and study to stakeholders so that they can have concept of environmentally friendly building.

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Several Higher Education Institutions in Indonesia offer Real Work

Subjects as a compulsary part of their courses. The subject would send later year students to communities, villages and remote areas to build rapport and develop programms together with the community the work in. An example of such program is the one supported by the Marine Resources and Technology Centre of Studies of Gadjah Mada University, Yogyakarta by designing the Empowerment Programme of Islets and Remote Islands. One of the programmes was designed for the community of Maratua island, Berau regency, East Kalimantan

Private Sector In recent years there has been several green awards among companies

(both private or state owned), universities, government agencies, schools, and community groups. These awards include the Green Company Award, the Indonesia Top 10 Green Hotel Award and the Indonesia Green Award. In 2013, at least 51 companies headed the list for the three green awards; coming from varying backgrounds: energy, transportation, construction, hospitality and tourism, manufacture, agriculture and forestry.

The existing training in green jobs mainly targets employees of the existing sectors (in service training). Among the institutions initiating programs in green jobs, unfortunately, none has worked in conjunction with the MoEc, which is the biggest TVET provider (Sayuti, 2014).

Non-Government Organizations The ILO has done extensive work on Green Jobs in Indonesia,

including a study on Green Jobs in Indonesia which has offered the following recommendations:

o Creation of a skills map as an initial step for skills upgrading. The government should work with all stakeholders to develop a strategic plan that supports skill improvement for green sectors.

o In order to increase number of green jobs and to green existing jobs, it is important to develop education and training systems as tools for developing competencies and skill qualifications for green workers in future.

o Provide sufficient resources and training of trainers (TOT), in government training centres which are responsible for capacity building so they can provide training in green sectors and their subsectors.

o Pursue enhanced collaboration between ministries, as the task of providing necessary skills cannot be achieved by the Ministry of Labour alone.

o Compile a clear set of labour data on the green sectors.

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The ILO has also developed the Indonesian Green Entrepreneurship

Program (IGEP) designed to assist the government to both reduce unemployment and reduce GHG by creating new green entrepreneurs in various sectors of the economy in Indonesia. The program promotes green entrepreneurs in rural and urban areas in Indonesia to support the shift to a green economy. In effect, it is expected to create green jobs and decent work while reducing greenhouse gas emissions. The program aims to support Indonesian stakeholders to develop an Indonesian based toolkit on green entrepreneurship, provide capacity building activities, and establish a national green entrepreneurship program

Hivos (Humanist Institution for Development Co-operation) and SNV

(Netherlands Development Organization) through the Indonesia Domestic Biogas Programme (BIRU) is providing a sustainable energy solution for households with livestock to reduce dependence on firewood and expensive fossil fuels. A total of 8,000 biogas reactors of construction development at household level are in West Java, East Java, Central Java, Yogyakarta, Bali, Lombok West Nusa Tenggara, South Sulawesi, and Sumba East Nusa Tenggara by Hivos and local NGOs. Green jobs related with this activity are skills of technical installation, operation, and maintenance of biogas reactor. Furthermore, skill of electrical installation and stove installation for household that becomes beneficiaries of this activity.

Pelangi Indonesia organizes training such as Regional energy planning

using Long range Energy Alternatives Planning System (LEAP) software. This institution periodically conducts training and workshop about energy planning in the district.

Padi Indonesia has initiated the production of Micro Hydro Power Plants as an alternative energy to protect indigenous forests in Mount Lumut, Paser Regency, East Kalimantan Province. In its implementation, the program offers green skills of technical installation, operation, and maintenance of micro hydro machine. Furthermore, skill of electrical installation is also taught for public facilities and household that becomes beneficiaries of the micro hydro.

6. “Systematic Design of Green Skills Development in TVET” in Korea6.1 IntroductionKorea adopted green growth as a national strategy and set up necessary policies for each sector to achieve green growth because green growth is

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expected to contribute to economic development by bringing social and economic change and a change of manpower utilization. The Korean government pronounced its National Strategy and 5-Year Plan for ‘Low-Carbon Green Growth’ in 2008. Based on the vision that Korea aims to become one of the top 7 green growth nations by 2020 and one of the top 5 by 2050, the Korean government has focused on upgrading the skills of existing manpower in green industries and encouraged this new manpower development to lead green industries. Under this government policy, industries, universities, research institutes, and the government have been reorganizing green skills development programs and training courses with the aim of creating suitably skilled manpower in the green industry sector.

The initiatives that Korea has pushed ahead to develop and extend skills development programs in vocational training institutes, universities and enterprises for green skill can serve as a role model for developing economies to establish effective policies and strategies to meet their growing demand for green jobs.

This study analyzed the systematic design of green skills development in TVET in Korea. In Chapter 2 reviewed of the transformation to green economy and demand of TVET. This chapter focused on the analysis of green growth policies in Korea. In chapter 3, explained of technical vocational education and training in Korea. In chapter 4, several case studies are analyzed of green skill development in TVET of Korea Chapter 5 is conclusion and policy suggestions.6.2 Transformation to Green Economy and Demand of TVET in Korea Green Economy and Green Growth Policies

The concept of “Green Growth” was first adopted at the “Ministerial Conference on Environment and Development” jointly hosted by the Ministry of Environment of the Republic of Korea and the United Nations Economic and Social Commission for Asia and the Pacific (UNESCAP) in 2005. It was initiated by Korea, the host economy, and included in the outcome of the Conference.

Korea’s new vision of “Low Carbon, Green Growth” strategy was presented by President Lee Myung-bak on the occasion of the 60th anniversary of the founding of the Republic of Korea on August 15, 2008. The core of the new national strategy is to shift the current development paradigm of quantity-oriented, fossil-fuel based growth to quality-oriented growth with more emphasis on the use of renewable energy resources and ecological efficiency. This proactive plan and investment strategies demonstrate the strong will of the Korean government in promoting green

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growth policies and are symbolic of its efforts to secure required financial resources. <Figure-1> explains that the vision and strategies of Korea green growth. These are then translated into ten goals which provided a blueprint for government actions designed to nudge the Korean economy in a new, sustainable direction. Especially, goal of (4) develop green technology, e.g. investment in green tech R&D to reach 25% of all R&D by 2020 (in core green technologies like LEDs, EVs, renewables).

<Figure 1> Vision and Strategies of Korea Green Growth

Green growth aims to foster economic growth and development while coping with the concerns over lack of natural resources, environmental depredation, and climate change. Green growth aims to catalyze investment and innovation, which will underpin sustained growth and give rise to new economic opportunities and change for enhanced well-being. Environmental issues and the global financial crisis are the biggest challenges facing the global community. Korea’s efforts in formulating and realizing green growth policies have been acknowledged by the international community as a prominent growth strategy to mitigate climate change and develop new growth engines. The shift in the development paradigm from quantity-oriented, fossil-fuel dependent economic growth to quality-oriented growth relies on new and renewable energy resources.

In 2014, the South Korean government confirmed the 5-Year Plan for the

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2nd Green Development that sets out the direction and detailed objectives of green development in the2014-2018 period. In the period of the 2nd Plan, the government will concentrate on making real progress in green development by actively utilizing the institutional groundwork established thus far in order to focus on the firm establishment of green development. In addition, 3 major policy objectives were set: establishing an economic and social structure for low carbon emissions, implementing a creative economy through the integration of green technology and information and communication technology(ICT), and establishing safe and comfortable lifestyles in the midst of climate change. In particular, the objective of implementing a creative economy through the integration of green technology and ICT has the following detailed goals. First, develop and comer cialize key technology needed to confront climate change, innovative technology to reduce greenhouse gases, fundamental energy technology, and green technology that can reach out to the Korean public. Second, create new industries and markets based on ICT and green technology, expand the supply of green technology and green products, and promote green creative industries by supporting green management. Third, establish the resource recycling economic structure by promoting and operating resource recycling industrial complexes, eco-friendly energy towns, and recycled resource exchange markets. Lastly, stream line regulations and the certification system in order to build an ecosystem for green and creative industries, train professional manpower for each area that deals with climate change, and create job opportunities.

<Table 1>Present Condition of Major Green TechnologyCla

ssification

Present and forecasting of domestic market

Smart grid

3,947 hundred million won(’12)→2.5 trillion(’20)

Energy storage

710 hundred million won(’12→8,629 hundred million won(’17)

LED lighting

4.3 trillion(’12)→15trillion(’20)

Green car

1.2trillion(’12)→6.6trillion(’20)

Carbon dioxide Collect Storage

3,120 hundred million won(’12)→5,640 hundred million won(’20)

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(CCS)Reorganization Status of Technology, Technical Manpower Vocational Education and Training Development, The Korean government has tried to transform the technology and skill of existing manpower to fit the green industries in tandem with green growth, and developed new personnel who will lead the green industry. This section focuses on the discussion of the strategies and changes on vocational education and training for developing green talents who would support the green growth of Korea. However, as the industrialization of the Korean economy was developed under the backdrop of nation-led economic development policies and national human resources development policies, the characteristics of Korea’s vocational education and training are first introduced to provide basic understanding on such attributes. This is because it would be hard to understand Korea’s vocational training program newly established in accordance with the nation’s green growth policies, if the human resources development policies, which greatly helped Korea’s unprecedented fast economic development, are not taken into consideration.

The transformation to green growth implies changes in the technical aspect. It will be able to meet the demands of technology by adding contents associated with the green economy and green growth to existing vocational training programs, and programs related to the green movement for existing employees. In the past few decades, tendency of increase in the field of environmental patent emphasized the importance of manpower which was prepared for an age of rapid green-innovation including science, technology, engineering, and mathematics capability.

Policy and labor market should be designated the role of active support so that employees and employers move forward with transition into green growth. Green labor markets and green technology policies play an important role when meeting the demands of new vocational education and training. In the process of implementing these policies, there will be two important challenges; first, how the green growth changes the needs of vocational education, training, and labor demand. Second, how the labor markets and technology policies are fused with environmental policy, and how they become organized. These things make up the framework of environmental policies to support green growth and to manage a range of labor markets for the transition to green growth. Green Skills Development and Labor Market

Green skill means the ability required to execute green jobs, and to produce new green products necessary for jobs relating to manufacturing, services, and marketing. In the context of green growth, because intended and policy aspects are also emphasizing that traditional jobs can be incorporated into the green industry, green skills also include abilities for finding out and understanding, and learning and innovating low-carbon technologies in addition to technical ability.

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These green growth initiatives and stimulus packages inevitably lead to restructuring of the economy and industries, which in turn bring about changes in employment and jobs. Green jobs have been identified and emerged across different sectors. Green jobs require adequate skills and call for education and training strategies to reduce skill gaps that may exist during the transition to sustainable green economy. Labor market will shift due to the restructuring of industries in response to green growth. However, these changes in industries, employment and occupations have just begun to be recognized and thorough investigations on these changes are now underway. Gearing Skill Training to Meet the Demand

Korea is gearing skill training to meet the demand - excerpts from the case studies; approaches to curriculum changes, introduction of new courses, green standards etc. Korea is working to support skills development through the legal (Green Jobs Act and Green Job Skills Development Act) and institutional system. The government is stressing that green growth should not only be regarded as a key national project but also the opportunity to create jobs by providing green skills training programs and resolving green skills gap. It is essential to establish the mid and long-term training supply and demand forecasts system to then establish efficient, substantive talent policies for the new and renewable energy sector.

Korea needs the construction of statistical infrastructure to reinforce the connection between training and labor market; expansion of infrastructure and investigation for human resources supply and demand forecasts; prevalence expansion and application improvement of supply and demand forecasts results; improvement of the quality of training supply and demand forecasts; periodical construction of forecasts system; and securement of budget and manpower. Forecasting includes training supply and demand forecasts by industries, by occupations and by education levels.

One of the most important steps taken by Korea to support its ambitious green growth agenda through appropriate green skill training is the construction of a green skills training supply and demand forecasts system. Also, it has initiated the process of formulating the policies on green skills training needed for sustained green growth. It is also promoting mid and long-term national development by establishing policies on green skills training based on the more reliable forecasts of manpower demand and maximizing potential green growth of the national economy.

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Green Jobs by Skill-Type

Green jobs can be classified by required technologies or skills. Therefore, with the advent of the green economy, the job market is affected by the following three aspects. First, the green economy increases the jobs in relation to it by increasing the employment demand for the existing jobs related to the green economy. Second, the green economy changes tasks, skills, and knowledge required for existing jobs. Third, the green economy creates new jobs.

Such changes have created jobs in three ways. First of all, it is the creation of an increase in demand for green occupations. This means that the impact of green economy activities and the technologies increase the demand of existing occupations. However, such impacts do not accompany meaningful change for the requirements of the work and workers of the occupation. That is, although the work context may change, tasks themselves do not change (Refer to <Table 2>). <Table 2>Major Green Increased Jobs

Job Name

O*NET Code

O*NET Job Name

Computer software engineer

15-1032.00

Computer system software engineer

 Water gate geologist and hydrologist

19-2

Hydrologists

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043.00

Industrial engineer

17-2112.00

Industrial engineer

Material engineer

19-2032.00

Material engineer

Product designer

27-1021.00

Commercial and industrial designer

Safety inspector/ Cause analyst

29-9011

Vocational health and safety specialist

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.00

Agriculture promotion specialist

25-9021.00

Farm and house management advisor

Ocean biologist

19-1023.00

Zoologist and wildlife biologist

Environmentalist

19-2041.00

Environmentalist and specialist

Forest preservation worker

45-4011.00

Forest and preservation worker

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Cementing worker

47-2051.00

Cementing worker and concrete finishing worker

Construction equipment operator

47-2073.00

Operation engineer and other construction equipment operator

Electric worker

47-2111.00

Electric worker

Industrial truck driver

53-7051.00

Industrial truck driver and tractor operator

Heat-proof material installing worker

47-

Heat-proof material installing worker for floor, ceiling and walls

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2131.00

Steel worker

47-2221.00

Structure steel and steel worker

Natural resources manager

11-9121.00

Natural science manager

Soil preservation technician

19-4093.00

Forest and preservation technician

Wildlife biologist 19-102

Zoologist and wildlife biologist

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3.00

Source: The National Center for O*NET Development (2009), Kwon, D. B (2009), Green Growth Green Jobs Green Talent (2009), Han, S. G ‘chapter2, What are the characteristics of green jobs?’, p.68 requoted. Second, it creates green enhanced skills occupations. In this job type, the impact of green economy activities and technologies causes meaningful changes to the work of existing jobs and the requirements of the workers. This impact may or may not increase the employment demand for jobs. While the essential purpose of the job is the same, external factors such as its work, skills, knowledge and qualifications change (Refer to <Table 3>). The following <Table 3> shows the number of green jobs by skill level. Between 2009 and 2013, the number of green jobs will continually increase by 6.1 percent (annual average increase rate), by 11.0 percent, by 9.3 percent, in basic level, middle level, advanced level, respectively. The total number of green jobs in 2013 is estimated to be 482,091 jobs. <Table 3>Green Jobs Prospects by Skill Level(Unit: person, per cent)

2009-20132007

2008

2009

2013

Increase/decrease

Annual average increase

Annual average increase

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/decrease

rate

Green Jobs

Basic

53,992

56,265

57,570

75,662

19,398

3,880

6.1

Middle

35,569

38,037

43,242

64,037

26,000

5,200

11.0

Advanced

204,931

219,647

237,163

342,392

122,745

24,549

9.3

Total

294,492

313,949

337,975

482,091

168,143

33,629

9.0

Basic level: ISCED 3A, High school graduates, craftsmen.Middle level: ISCED 5B, 2 or 3 year college graduates, technicians, industrial engineers.Advanced level: ISCED 5A, 4 year university graduates, managers, researchers, engineers, professional engineers.ISCED: International Standard Classification of Education Source: Inter-ministerial Committee, Unpublished report. 6.3 Technical Vocational Education and Training in KoreaVocational Training and Education To understand the institutional framework of Korea's vocational education and training, it is necessary to understand how vocational education and training is operated in Korea. Vocational education in Korea generally

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refers to the education provided at the stage of middle or high school education to foster personnel under para-technician or para-professional. However, practically, it refers to the formal education received in specialized high schools at the stage of middle education and in specialized colleges at the stage of high education within the direction (regulations) of the Minister of Education, Science and Technology. The education organizations with the purpose of providing vocational education include specialized high schools under ‘the Act of elementary, secondary education’, technology high schools (exceptional organizations), specialized colleges and technology colleges under ‘the Act of High Education’, In-house universities

under ‘the Continuing Education Act’, and continuing vocational education institutes under ‘the Acts of the establishment, operation of private institutions and private tutoring.’ Technical colleges and in-house universities have unique characteristics in that the subject of establishment and operation is the company itself.

Vocational training in Korea includes improvement training and re-employment training for those who are already in the labor market or who are unemployed, as well as initial training provided to help them enter the labor market for the first time. However, reeducation of professionals is not included in the category of vocational training. As such, the importance put on improvement training and re-employment training means that vocational training policies are closely linked with labor market policies. Practically, vocational training can be regarded as learning in which employment insurance is reimbursed from vocational training organizations within the scope of direction (regulations) of the Minister of Labor, or learning that is supported by the budget of the government.

Vocational training organizations are public occupational training organizations operated by the government. They include occupational ability development and training facilities, occupational ability development training companies, occupational ability development groups as well as Korea Polytechnics. They also include schools under the ‘High Education Act', continuing education centers under the ‘Continuing Education Act’, private institutes under the ‘Act on the establishment, operation of private institutes and private tutoring’, and training facilities made by owners or owner groups of a company for employees, etc. According to 「 Act on Industrial Education Promotion and Industry-Academic Cooperation Promotion 」 , education to teach necessary knowledge, technologies and attitude needed for all kinds of industries can be regarded as vocational education and all of those organizations that provide such vocational education can be regarded as vocational education

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organizations. Therefore, general high schools and 4-year universities can also be considered organizations that provide occupational education.

Vocational Education

The period when vocational education, governed by the Ministry of Education, Science and Technology, is offered in earnest is from high school, upper secondary education. The vocational education at the high school level is usually offered at specialized high schools, and in general high schools, vocational courses are operated for students who wish to get a job after graduating from high school rather than advancing to a university.

The vocational education organizations at the high-education level include specialized colleges, industrial colleges, technological colleges, and in-house college. In social (continuing) education, educational institutes such as private technology institutes and continuing education facilities offer vocational education or training. Other than these, there is occupational education in social (continuing) education taking one part of occupational training of civilians, in which private institutes in various fields, education & training organizations are operated for the purpose of profits in Korea, among private institutes, those operating the training courses especially in the vocational technology area of tech-based institutes.

The vocational technology areas of the tech-based institutes are divided into various sectors including industry foundation technology, industry application technology, industrial service, general service, computer, culture & tourism, nursing assistant technology, management, and office management. Each group has various training courses. Technology-based private institutes have continuously contributed to the economic development by training and generating industrial manpower needed in the industries of manufacturing and service.

In 1963, vocational training focused on vocational high schools to foster low-skilled workers in light industries. Since 1970, vocational training has concentrated on a quantitative increase of skilled and productive workers for the growth of the heavy chemical industry. In 1979, vocational training was reformed with unification of the 2-year tertiary schools and junior colleges to improve the quality of education and students.

There are several implications: success in training and supplying skilled workers for the export-oriented industries, heavy chemical industries and overseas construction projects in a timely manner, mandatory workplace vocational training for firms meeting certain conditions, establishment of

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effective vocational education system by promoting vocational high schools and junior colleges, political upheaval leading to comprehensive changes in economy, social, education and labor, development of national economy highlighting the need for high-skilled workers capable of competing internationally a) Formal Vocational Education System 1) Formal School System [Figure 2] Formal Education System of KoreaGraduate schoolUniversity (4 years) Junior college (2-4 years)General high school (3 years)

Vocational (Special, Mesiter) school

Middle school (3 years)Elementary school ( 6 years)Kindergarten (3 years)

2) Vocational education under the formal education system

- Secondary vocational education: vocational H.S.- Tertiary vocational education – Junior College (2-3 year)/polytechnic

colleges (2 years)3) Administration of VET: Ministry of Education (MOE)

- Overall education policies- Administers VE and Adult education at schools- Local education offices b) Non-formal Vocational Training System

1) Non-formal vocational training- Public-Private vocational training institutes- In-house training centers

2) Ministry of Employment and Labor- Vocational; Training/skills development policies- Administers vocational training institutes- HRD Korea- Local Labor offices

c) Initial Training at Public Training Institutions 1) KOPO Craftsmen Training Program- One-year programs offered by the regional KOPO campuses.

2) KCCI Training Centers (KCCI Human Resources Development

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Institutes)- One and Two year programs to train skilled Manpower

Vocational Training

Vocational Training Policy was formerly introduced by the establishment of the vocational training law in 1967. At that time, there were plenty of unskilled laborers, but there was a lack of skilled labor available for work. Therefore, there was a need to train them systematically and institutionally, and this demand led to the establishment of vocational training law. During the introduction period, public training facilities such as the Central Vocational Training Institute (now Incheon Polytechnic College), the Korea-Germany Busan Vocational Training Institute and rural vocational training institutes were founded. The Ministry of Labor commenced preparation for founding the Central Vocational Training Institute in 1966, which was finally opened in April 1971 and educated vocational training teachers. The Korea-Germany Busan Vocational Training Institute, which was planned by an agreement on a vocational training institute between Korea and Germany, opened in May 1970 and was a German style training facility for three years.

Vocational training provided by an enterprise under vocational training law is defined as vocational training within a business. This training includes apprenticeship training, superintendent training, apprenticeship communication training and the foreign workers short-term training program. During 1967, the government recruited companies to the training scheme by providing them with an incentive of KRW 540,000/year per one training class (30 people) for material expenses and wages for the training teachers to provide education and training for apprentices, and the training subsidy scheme continued until 1970. Many companies participated in the scheme, but after the subsidy was terminated, the number of participating companies decreased dramatically and there were later calls for a national training system to be introduced.

During the 1970s, the heavy chemical industry lacked sufficient skilled labor, while there was a huge demand for labor both inside and outside of the economy, particularly from economies in the Middle East. Thus, a new vocational training law was established on December 26th, 1974. This stipulated that manufacturing facilities that employed a large number of people (over 500 ordinary workers) and belonged to one of 6 specified industries had to provide training for a certain ratio of its employees.

A special law for vocational training was unified into a basic law on vocational training at the end of 1976, to solve various problems such as

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the non-fulfillment of duty to provide training on the part of employers, and other problems caused by the diversified vocational training law up to that time. The main point of this law was to establish a share of training expenses, and if the enterprise could not fulfill its duty to provide training, then a proportion of training expenses would be paid by the government. This law also tried to provide help for some of the other problems that might arise during the operation of the scheme.

To encourage businesses to promote vocational training, the Vocational Training Promotion Fund Act was established in 1976. The fund was used to: ① consign a training fee to the ministry of labor, and provide funds for training allowance, and disaster compensation to companies’ ② provide financial support to private and internal company vocational training ③ research business about vocational training and education promotion business ④ contribute to the vocational training management public corporation.

The mandatory system for businesses to provide vocational training for their employees in the 80s was not enforced to reduce the financial burden on businesses. From 1987 the training computation standard for businesses obligated to provide training was changed to the number of employees from total wage diversifying target business and training standards. In 1995, with the introduction of employment insurance, businesses with over 1,000 employees were the target companies, but after 1999 when the vocational training system was terminated, the system was unified and the fund became part of the employment insurance vocational training scheme.

The representative occupational training organization, governed by the Ministry of Employment and Labor, is Korea Polytechnics. 45 of them are being operated nationwide, offering 1~2 years of vocational training supported by the Ministry of Employment and Labor. They foster multi-function technicians, mid-level manpower between engineers and craftsmen in the national infrastructure industries and new industries, which are hard for civil sectors to deal with.6.4 Cases of Green Skill Development in TVET of KoreaBusan Energy Science High SchoolIn the Busan region, the nation's first specialized high school, which specializes in new renewable energy, was reorganized in 2008 and has played an important role in regional development and the training of professional manpower, contributing not only to the growth of related industries in the region but also to the development of new renewable energy industries across the economy.

In 2007, with the support of the Ministry of Education, Ministry of Labor, and Small and Medium Business Administration, the school was selected for the program to foster specialized vocational high schools, and in 2008

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it was reorganized as the first specialized high school for new renewable energy. The number of classes was reduced from 30 classes in 5 departments to 24 classes in 3 departments, and educational expertise was strengthened.

The goal of the new renewable energy department is to train competent manpower that has the qualities and capabilities to perform tasks related to new renewable energy, automated control, electrical and electronic devices, and installation and maintenance for semiconductor control device. The qualifications that can be acquired include certifications related to new renewable energy and certifications for electrical work technicians and electrical and electronic device technicians.

The educational goal of the Busan Energy Science High School is to provide basic knowledge and skills related to the types of new renewable energy (solar, wind) and their principles, electricity and electronics, automated control, electrical devices, and semiconductor control systems. The graduates will be able to perform tasks such as design, production, management, and maintenance related to various types of new renewable energy sources. The fields of electricity, electronics, and computing have been integrated organically so that the educational program can help produce competent professionals who have the qualities and capabilities to more easily adapt to the field.

In order to achieve these educational goals, the educational program was developed by councils for each subject and the industry, government, and academia conferences, the specialized vocational training process were developed, and the activities of specialty clubs were used to promote detailed specialization of the subjects. Teaching materials for customized education are developed 2 to 3 times per year. With cutting edge equipment for practical education, the university-industry collaboration were expanded and strengthened, developing an educational program that has greater applicability to the field and more connectedness with actual production sites.

Generally, skills in electricity, electronics, and machinery are needed by manpower in green industries (new renewable energy industries) that are sought after in the business sector. In the second semester of the third school year (the final term of total 6 semesters) provides field experience. This is employed work experience. This kind of educational program is beneficial for acquiring a wide range of qualifications including electricity, information equipment operation, electronic devices, electrical devices, elevators, electronic calculators, and electrical CAD, allowing students to gain qualifications for new renewable energy.

By developing an educational process for a specialized high school that satisfies government policies for green industries and taking on a leading role in training energy professionals in the field, the school has made a positive impact as a successful example of outstanding program. In

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addition, the school boosted the students' interest in their studies and school life and raised their interest in seeking employment and pursuing a career in green industries. The rates of employment and certification acquisition have increased, and improved cooperation with the industries has promoted a qualitative improvement in employment among students. The employment rate rose from 19.5% in 2007 to 35% in 2011 and 40% 2012. The rate of certification acquisition rose from 95.8% in 2011 to 97.9% in 2012.

Chung etc (2013) suggested several policies. To concentrate on the curriculum development of the new renewable energy and to invest in equipments needed for practical training in the specialization area, to strengthen the image of the school as a specialization school in new renewable energy skills which lives up to the government energy policy. B. Daegu Technical University

The Daegu Technical University emphasizes the 4 departments of automobiles, construction equipment and fire safety, public landscaping, and digital electronicinformation. It aims to improve the power of green technology, increase employment in green technology industries, establish industry-university networks ingreen technologies, and establish green technology infrastructure. In order to increase employment rates in green technology industries,the university uses facilities and educational contents for essential skills and actively utilizes the skillswhich are used in the field by the business sector.

The capstone design project offers students the chance to resolve tasks themselves, and venture business clubs are managed and supported so that green technology professionals can be custom trained based on the requirements in the field. The university will actively operate an employment camp for the 4 departments to promote them as the flagship departments of the university.

The industry-university network for green technology in Daegu Technical University aims to improve not only employment rates for the students but the quality of employment. Towards this end, the university established industry-university cooperation with regional enterprises and takes an active role in helping students seek employment opportunities. In particular, it concentrates on helping students acquire the relevant certifications which are essential for employment and uses satisfaction surveys in the business sector to improve the quality of employment. In order to help students acquire the skills that are sought after in

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the field, the relevant laboratories, lecture halls, and field training equipment were improved to focus on training specialists who are competitive in their fields.

The Daegu Technical University promotes the ‘manpower training program for interdisciplinary and integrated green technologies’ as a specialized program. The purpose of the ‘manpower training program for interdisciplinary and integrated green technologies’ is to develop professionals for the industrial development of the nation, increase manpower that can drive regional economies, training specialists that are sought after in this area, and forming a link with emerging green energy industries as a policy mission of Daegu City.

The purpose of ‘manpower training program for interdisciplinary and integrated green technologies’ is the integration of emerging green technologies. In the 5M & MN (5-Major and multi-Networking) system, the 5M (5-Major) refers to the 5 majors that take on a leading role among industries specialized in green technologies. The MN (Multi-Networking) refers to the 2 groups (DT area: art and culture related subject, KT area: information based subject) that are connected with the 5 majors and combine specialized skills and green technology. An interdisciplinary system is established to connect the 5M and MN to have an overall positive effect.

The STEP (Student Training for Efficiency & Proficiency) Program is a 4-step student employment training program that promotes effectiveness and skills. Step 1 requires students to establish a firm course of study from their enrollment. Step 2 provides level appropriate education and training during the school term. Step 3 provides training and field experience in order to impart the highest degree of effectiveness and expertise. Step 4 is prioritizing employment in industries related to emerging green technologies.

Korea Polytechnics (KOPO)

Korea Polytechnics (KOPO) has been backed by the Korean government’s financial support since the vocational training law was enacted in 1967.The purpose of KOPO contributes to employment safety and socio-economical growth by training the human recourses development for the development of national industries based on practical knowledge. KOPO has several purposes such as the industrial associate's degree program, master technicians, enhanced employment sections, and developing worker's competence and education. <Table 4> shows the comparison with KOP and Junior College.

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<Table 4> Comparison with KOPO and Junior CollegesClassification

KOPO Junior Colleges

Degree Title

Industrial Associate Degree Associate Degree

Period &Term

2-Year/Semester 2 or 3Year/Semester

Curriculum Model

FL System(Theoretical: Practical/40:60)

Professional education (Theoretical: Practical/50:50)

Credit for Graduation

108 Credit (37 hrs./week)

80 Credit (28 hrs./week)

Educators

More than 10 years of experience in industries with Master or PhD degree plus national technical qualifications

With Master or PhD degree

Tuition

$2,020/year (No extra cost)

$5,100/year(plus textbook &training aids)

Source: KOPO Homepage.

KOPO has reorganized their departments based on the existing traditional foundation of related green industry areas since 2009, trying to raise a much needed mid-level manpower for the commercialization phase of the green industry. Specifically, through the department’s reorganization projects, Korea Polytechnics has fostered mid-level technicians in areas of new and renewable energy, carbon reduction energy, LED applications, and the green transportation sector. The directions of this reorganization plan are: first, to establish a mid-level technician fostering system, which will be necessary at the commercialization phase of green industries. Therefore, the fostering sectors and the size shall be set based on the supply and demand of the trends in Korea’s green industry sector and its technician level. Second, the plan aims to expand the vocational training courses in the green industry for the young and unemployed with higher education.

Based on such objectives, Korea Polytechnics plans to increase the number of mid-level technical staff through the department’s reorganization for 7

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years from 2009 through 2015. The departments are being reorganized through public vocational training institutions by each college through collaborations with the regions and industries where Korea Polytechnics is located in the green industry as of 2009. At public vocational training institutions, the education and training course development, curriculum specialization, teacher operation plan (securing status of related field specialized teachers and instructors from academic-industry cooperation, etc.), investment in facilities and equipments and the planned use of them are linked with the regional industry base and green technologies are all evaluated for selection.

In terms of the selection process, the corporation forms an evaluation committee constituting internaland external specialists, and selects through document screening from the submitted applications in the 1st phase, and finally selects the reorganized departments through the 2nd phase, oral announcements. In 2010, 9 campuses were reorganized to include departments in new and renewable energy, sophisticated water treatment, and green transportation system. In 2012, 8 more departments are scheduled to be reorganized.

Korea Polytechnics has reorganized departments based on existing traditional foundation industry into ones related to the green industry areas earnestly since 2009, trying to raise mid-level technology manpower needed for the commercialization phase of the green industry. Specifically, through the department reorganization projects, Korea Polytechnics has promoted to foster mid-level technicians in areas of new and renewable energy, carbon reduction energy, LED applications, and the green transportation sector.

Directions of this reorganization plan are: first, to establish a mid-level technician fostering system, which will be necessary at the commercialization phase of green industries. Therefore, manpower fostering sectors and size shall be set based on the manpower supply and demand trend in Korea’s green industry sector and technology manpower level. Second, the plans aim to expand the vocational training courses in the green industry for young unemployed people with higher education.

Based on such objectives, Korea Polytechnics plan to the number of raise mid-level technical staff through the department reorganization for the 7 years from 2009 through 2015. The departments are being reorganized through public vocational training institutions by each college through collaborations with the regions and industries where Korea Polytechnics are located in the green industry sectors set as of 2009.

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At public vocational training institutions, the education and training course development, curriculum specialization, teacher operation plan (securing status of related field specialized teachers and instructors from academic-industry cooperation, etc.), investment in facilities and equipments and planned use of them linked with the regional industry base and green technologies are all evaluated for selection.

In terms of the selection process, the corporation forms an evaluation committee constituting internal and external specialists, and selects through document screening from the submitted applications in the 1st phase, and finally selects the renecampuses were reorganized to include departments in new and renewable energy, sophisticated water treatment, and green transportation system (See <Table 5>). <Table 5>2010 Green Technology Department Reorganization Status

Sector

Campus

Major Note

Renewable Energy

Jeju Electric Control

Certified Technician Course

Iksan

Electric ControlCertified Technician Course

Pohang

Electric Control

Certified Technician Course

Hongsung

Electrical Measurement Control

Two Year Diploma Course

Gwangji

Electrical Measurement Control

Two Year Diploma Course

Highly Water

Dae

Industrial Facility

Two Year Diploma

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Treatmentjeon

AutomationCourse

Green Transportation System

Pusan

Automobile

Two Year Diploma Course

Gangneung

Industrial Diver

Two Year Diploma Course

Mokpo

Shipbuilding Electric Control (30)

Two Year Diploma Course

In 2012, 8 more departments are scheduled to be reorganized to renewable energy, lowcarbon energy, highly water treatment, LED application, and green transportation system (See <Table 6>).<Table 6>Scheduled 2012 Green Technology Department Reorganization

Sector Campus Major Note

Renewable Energy

Cheongju

Electric Energy

Two Year Diploma Course

DaeguSmart

Electricity

Two Year Diploma Course

Changwon

Smart Electricity Electron

Two Year Diploma Course

Low Carbon Energy

Gwangreoung

Air-Conditioning Refrigerating

Certified Technician Course

Highly Water

Iksan Industrial Facility

Certified

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TreatmentTechnician Course

LED Application

Sungnam

Smart Electricity

Two Year Diploma Course

Nam Incheon

LED Applied Electricity

Certified Technician Course

Green Transportation System

SeoulJeongsu

Automobile

Two Year Diploma Course

Once selected as a reorganized department through an open process, the reorganized department goes through the following curriculum development process (Refer to <Figure 3>). It organizes the curriculums after analyzing the tasks through on-site inspection of companies in the industry, prepares for the facilities and equipment supply and demand plans, goes through review and feedback of industrial specialists, and completes a final checkup of curriculums, facilities and equipment before finalizing all the programs of curriculums, facilities and equipment to be bought for use.

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<Figure 3> Curriculum Development Process 6.5 Conclusion and Policy SuggestionsNew technology has changed the industrial world numerous times. In green growth, the advent of renewable energy has increased the impact significantly. Many newly renewable industries cannot even function without the use of new technology. This impact is seen in nearly all of business industries, including human resources, where technology continues to have a significant impact on its practices. New technology makes it possible for human resource professionals to train new and old employees in a more efficient manner as well.

Korea adopted green growth as a national strategy and set up necessary policies for each sector to achieve this. It is expected to contribute to economic development by taking social as well as economic change and a change of manpower utilization. Korea has pushed ahead to develop and extend skills development programs in technical vocational education and training institutes, universities and enterprises for green jobs so they may serve as a role model for other economies to establish effective policies and strategies to meet the growing demand for green growth.

Skills shortages in renewable energy appear to come about most frequently when a sharp increase in demand for skills appears in Korea. Recently, the

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survey results show that the shortage of professional technical manpower should be addressed by establishing formal curriculums at universities, while expanding short-term programs for skilled technical manpower (Lee etc,.2012) As for the qualitative aspect, training courses should be established for professional technical manpower, while alternatives such as in-house transfers and training should be considered for skilled technical manpower close to the field.

Korea is continually laying down the various policies to improve resource efficiency and securing new green driving forces. The world is already changing from an industrialization society producing greenhouse gases to the green growth era. We need the technical vocation and educational training to cultivate systematic and long-term technical experts. To maintain leadership and to stick to the driving forces of future growth in green sector,

For the Korean government and enterprises should cultivate long-term technical experts for the promotion of competitive power and generate innovations for environmental technologies in the new renewable energy sector. To achieve this, Korea should be consistent in carrying on policies and training projects by conducting dimensional and integrated diagnosis on the scale of further renewable energy industry, the scope of further enlargement, and manpower demand and supply in both quality and quantity. Renewable energy is currently experiencing strong growth and an unmet demand for electro-technology skills in Korea. Evidence suggest that online training can play a positive role in improving the renewable energy workforce by providing greater access and consistency to training, and incentives for participation. It is necessary for policies for renewable energy to be pushed ahead with a strategic road map revolving around practical administrative and financial support and to be modified various laws and regulations related to training for manpower of renewable energy sector.

Government should take out such as policies. First, leading sustainable growth by nurturing highly skilled technology experts that can create high value-add products. Therefore, vocational training should resolve this mismatch of skills and labor supply and its programs should relate to labor market demands, vocational education for improvement of quality, relevant education in the global environment, definition of distinct identity and a role of TVET institutions.

Second, more prompt reaction on consilience of technology in the green energy sector may be necessary as a technical vocational and education training system for Asian economies has been designed to be suitable to the industrial era.

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Third, construction of a system on the supply side to promote job seekers’ prompt return to employment through the vocational and education training system and an active labor market program is necessary. Fourth, construction of an applicable, tailor-made training system for manpower specialized education of the green energy sector is necessary. Carrying out the policy and improving the quality level continuously to train manpower of the green energy sector is also required.

Fifth, development of professional manpower through green energy-related majors in vocational technical universities, technical vocational education and training institutes, universities and graduate schools is necessary for operating of curriculum tailored for a consilience era.

Finally, development of professional manpower requires a segmentalized, separated qualification system. (End). 7. Human resources development for green based economy in Malaysia7.1 INTRODUCTIONIn a globalize environment transitioning to a green economy with rapid changes in technology, many economies have recognized in importance of human resource development (HRD) to ensure sustainable growth in this new global economy. The importance of HRD in this new competitiveness paradigm requires Malaysia to develop adequate supply of skills and continuously refreshes them. This enable workers to be equipped with updated knowledge and relevant skills.

HRD has always been given due emphasis in all major development plans of the economy. In the effort to ensure that the force is able to secure meaningful employment, it is imperative that workers are equipped with the required skills. HRD programmes need to focus on training, continuous reskilling and skill upgrading in order to cope with rapid technological change.

A competent workforce updated with the latest green technology and innovation will ensure that Malaysia’s economy remains competitive. At the same time, workers with the right skills are in a better position to negotiate for higher income.

7.2 MALAYSIA’S CURRENT GREEN ECONOMY & GREEN SKILLS DEMAND Malaysia’s economy grew by 4.7 per cent in the first quarter of 2012 as compared to 5.2 per cent in the preceding quarter. The economy is one of

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the best performers in Asia, with gross domestic product (GDP) growing an average 6.5 per cent annually from 1957 to 2005. Growth was accompanied by a dramatic reduction in poverty, from 12.3 per cent in 1984 to 2.3 per cent in 2009. It is now an upper-middle income economy with a current gross national income of US$7,900 per capita attempting to achieve high-income status of US$15,000 – US$20,000 per capita by 2020. However, pockets of poverty exist, 3.8 per cent of households experience the incidence of poverty while 0.7 per cent experience incidence of hardcore poverty, and income inequality remains high relative to the developed economies Malaysia aspires to emulate.

Malaysia is a highly open economy and a leading exporter of electrical appliances, electronic parts and components, palm oil, and natural gas. The economy progressed from being a producer of raw materials in the 1970s to being a multi-sector economy. The economy evolved from capital-led growth in 1991 to growth based more on capital, labour and total factor productivity. Economic structure has continued to develop from manufacturing to services. Now Malaysia is going towards knowledge-based services and moving farther up the value added production chain.

The quality of the labour force has improved with the share having educational attainment at tertiary level increasing from 13.9 per cent in 2000 to 20.0 per cent in 2005.

As Malaysia’s continues its effort to reform its policies to catalyze the green economy, Malaysian industries at the same time are shifting towards higher value added products and activities. In this process, they faced a shortage of skilled labour, experts and specialists in specific areas. To overcome the shortage, companies engaged foreign skilled labour, experts and specialists. Failure to meet the demands timely and cost effectively, they resort to desperate measures such as putting dependence on cheap unskilled/low-skilled foreign workers. While the labour shortage was triggered by structural changes due to a mismatch between skills and labour demand, its prevalence was later perceived more of a business-oriented decision. This resulted in suppressing the income of local labour and issue of over-dependence on cheap unskilled/low-skilled foreign workers. Hence dampening entrance of fresh local labour into the job market.

The motivation behind driving the green economy in Malaysia is that Malaysia has been an active participant, often taking a leading role on behalf of developing economies, in many international environmental discussions since the 1970s. Principles of sustainable development have been enshrined into Malaysia’s five-year development plans since the

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adoption and implementation of Agenda 21 at the Rio Earth Summit in 1992. Malaysian representatives to the Rio+20 in 2012 made important statements charting the way forward in implementing the outcomes of the conference which are intricately linked to the unfulfilled commitments and promises of the Rio Summit in 1992.

Malaysia is a signatory to the United Nations Framework Convention on Climate Change (UNFCCC) and the Kyoto Protocol. In terms of per capita emissions, Malaysia stood at 10.8 tonne equivalent CO2 per capita equivalent (CO2/capita) while its carbon intensity emission was at 0.58 CO2/GDP2. Even if Malaysia is not a significant emitter of GHGs, it is not exempt from the impacts of climate change. A review of economic impacts of climate change in Asia shows that inaction will have significant economic costs3. In Malaysia, the initial national communication to the UNFCCC estimated that a 1°C rise in temperature would reduce power output by 2 per cent, causing a loss of about US$12.4 million per year for an electricity generation capacity of 6,600 megawatts. Actions taken by Malaysia are seen in the National Policy on Climate Change as well as a voluntary pledge of reducing of up to 40 per cent in terms of emission intensity relative to GDP by the year 2020 compared to 2005.

Malaysia was ranked 54th out of the 163 examined economies in the 2010 Environmental Performance Index. The economy performed better than the United States (US) or Belgium in addressing environmental challenges. Along with the improving environmental performance is the growing capability to produce environmental goods and services.

Based on the Asia-Pacific Economic Cooperation study in 2010 on Malaysia’s Environmental Industry the environmental goods and services (EGS) industry in Malaysia is relatively well-structured and vibrant4. Growth in Malaysian EGS segments before the global recession averaged 6–8 per cent per annum from 2004 to 2008, with the total growing from MYR5,500 million to MYR6,900 million5. Analysis of 11 service and equipment segments reveals an environmental industry generating revenue of MYR7,060 million in 2009 and employing an estimated 29,700 workers in about 2,700 private companies. The revenue generated makes up 1.38

2 Asian Development Bank and United Nations Development Programme: Proceedings of the economics of climate change in Malaysia, inception workshop. 25-26 Jan. 2011, Putrajaya. 3 Institute for Global Environmental Strategies: Climate change policies in the Asia and the Pacific: Re-uniting climate change and sustainable development (Kanagawa, IGES, 2008). 4 Biofuels are excluded from the EGS analysis as it is not broadly accepted globally as environmentally preferable, although the Malaysian palm oil industry has made considerable efforts to promote biofuel. Sustainable agriculture, sustainable forestry and ecotourism are not included also in the EGS analysis due to difficulty in gathering data.5 The section on EGS in Malaysia is based heavily on the case study available at: http://egs.apec.org/more-articles/279-malaysia-environmental-industry-2010-case-study [accessed 15 Jan. 2011] 128 / 149

per cent of Malaysia’s GDP and growth in the environmental industry was slightly faster than the 5–6 per cent annual growth of Malaysia’s GDP from 2006 to 2008. Emerging segments (principally export-driven solar energy equipment) accounted for another MYR3,760 million in 2009, bringing the total of EGS and emerging segments to MYR10,790 million in 2009, or 2.1 per cent of GDP. By far the largest contributors to revenue and employment in the Malaysian environmental industry can be described as environmental infrastructure service companies. Three environmental infrastructure segments – water utilities, wastewater treatment and waste management – accounted for 76 per cent of total EGS revenue in 2009.

7.3 MALAYSIA’S CURRENT TEVT SITUATION TO MEET GREEN INDUSTRY DEMANDMalaysia's TEVT/ Skill delivery is highly fragmented due to many agencies are doing the implementation across the industry spectrum. Current efforts are focus on consolidating resources and infrastructure for HRD to build a reliable thrust to fulfill the demands of economic and nation building. Upon this thrust, we build upon the features of innovation in a mission to diversify towards a green economy.

Figure 1 : TEVT/ Skill delivery in Malaysia in 20106

6 1. Japan Malaysia Technical Institute 2.Advanced Technology Training Centre 3.Institute Latihan Perindustrian 4.Institute Kemahiran Tinggi Belia Negara 5. Institute Kemahiran Belia Negara. Some of them delivering also DKM but not reclassified yet as IKTBN. 14 institutes + 1 private center Pontian 6. Kolej Kemahiran Tinggi MARA 7. German Malaysia Institute 8. Institute Kemahiran MARA 9. Not all Giatmara delivering SKM certificates – about 70 out of 202 institutes currently. 10. Community colleges: 42 main campuses + 29 branch campuses = 71 total. 11. Including vocational secondary schools under MOE. 129 / 149

Since the 10th Malaysia Plan, consolidation and reforming efforts has been in implementation to standardize HRD implementation across the industry spectrum. The Department of Skills Development under the Ministry of Human Resource, has been championing this effort by encouraging the industry to shape its skill workforce base on the National Occupational Skills Standard (NOSS). Since then, fragmented TEVT/ Skill delivery institutions and industry have come forward voluntarily to be accredited and recognized. Contemporary measures such as tax relief on training costs have been introduced to catalyze the efforts.

Since 2010, the department has established guidelines to ensure all occupational standards built are to consider and comply with environmental regulations. Since then 992 NOSS has been developed in a effort to transform traditional occupations to green complying occupations. Through the occupational standards, collaborations between government agencies, business council, industry, public, NGO's and investors are concentrated to build the needed pool of talent. Collaborations are interleave with passive and active talent pooling strategies. Traditionally, passive talent pooling strategies are implemented through training and accreditation activities. While active talent pooling strategies are implemented through the national skills road shows and national competitions.

Delivery systems within the Education Ministry are taking transformational changes to the format and content of education and skills training which includes large investments in retraining programmes to make teachers and trainers multi-skilled and versatile, able to cope with the continuing green technological changes guided by NOSS. As work becomes more knowledge-intensive, multidisciplinary, and collaborative, education and training must foster a new range of skills: how to find information, think critically, communicate effectively, work in team and manage projects. This is translated into reality when the ministry launch Malaysia's Education Blueprint (MEB) which its roll out starts from 2013 till the year 2025. With it, the MEB plans to shift for higher quality in Technical and Vocational Education and Training (TVET) Graduates.

Source: NKEA

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Figure 2: Overall Malaysia education and TEVT capacity in 2012 and expected capacity in 2025 with implementation of MEB7

Alternative pathways to acquiring skills and knowledge other than classroom instruction or on-the-job training are being introduced. Such approaches include youth internship programmes, a system of mentoring and a more innovative apprenticeship programme. Taking advantage of the progress in information and communication technology through distance learning will be beneficial to many. Distance learning helps to reduce the cost of providing training. The ways and means to promote distance learning in term of facilities are now being implemented.

7.4 CASE STUDY: GREEN JOBS MALAYSIA PROJECT - MELAKA LOW CARBON CITY TOWNSHIP, FROM SIMULATION TO REALITY

The transition to a greener economy will trigger shifts in the labour markets, and create demand for new skills and re-skilling programs, while some jobs will be lost. Therefore it is important for the government to analyse where these changes will occur.

In May 2011, enhanced social dialogue in Malaysia with employers’ (MEF) and workers’ (MTUC) groups, the government and academia set the stage for further discussions and collaboration between the ILO and tripartite partners on the promotion of green jobs.

In 2012, the Green Jobs Malaysia Project was initiated under the agreement between the tripartite partners, and will run until December

7 Executive Summary Malaysia Education Blueprint 2015-2025 (Higher Education), 2015 131 / 149

2014. By taking the tripartite approach, the project aims to provide ILO constituents and stakeholders with a clearer understanding of the distribution of green jobs across the economy, promote information exchange and social dialogue on green jobs policies, and identify potential entry points for further green job creation, thus help policy makers to shift to a green economy.

The project has help raise the capacity of the government and social partners in Malaysia in order to have a clearer understanding of the prevalence of green jobs across the economy, and to identify entry points for further green job creation, but also to identify supply side gaps, for a better understanding of the impacts on the labour market of climate smart policies and the potential for gender responsive green jobs creation.

The case also demonstrates a scenario modelling, government and social partners will be able to provide policy alternatives and devise programmes for the promotion of green employment opportunities, and conduct national discussions on the mainstreaming of green jobs into development, social and employment policies

The 1st phase covers main activities involving data gathering, scoping and mapping of Green Jobs. Profile of the economic and employment structure of the national economy including a review of data on the total scale and structure of employment in Malaysia are identified for key sectors mainly agriculture, fishery and forestry; energy; water and waste management; solid waste management; transport; and construction-environment-related employment therein which are decent (Green Jobs), informal activity, trends of sustainability

The 2nd phase seeks the construction of a Dynamic Social Accounting Matrix (DySAM) report showing the links between environmental policies and the economy and how selected examples of exogenous shocks or policy intervention can impact the economy, labour market and CO2

emission The project team develop a tool to integrate the national occupation standards on green skills developed in selected occupations in key sectors – energy, transportation, waste and water management and building. In the process, the project helped to better define the different Green Jobs Skill categories and official certification linked to training or upskilling courses that would need to be designed.

The 3rd phase involves the capacity development/training of DySAM users. Level 1 training is performed in September 2013, Putrajaya, Malaysia involving 33 practitioners (19 men / 14 women) and Level 2 Training in June 2014, Putrajaya, Malaysia involving 18 practitioners with

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deepened knowledge and capacities (11men / 7 women). By the end of the two level of trainings, the participants formed the “core” of DySAM users and updaters (national and international experts’ pool) possessing deeper understanding and having undergone hands-on experience in the construction.

With deepen understanding and experience, the team simulate DySAM base on Melaka Township Inputs for a Low Carbon City (LCC). Based on simulation of the total Melaka township investment of RM 3.102 billion, it was estimated that RM 1.0253 billion would be realised in the first year which is composed of RM 0.894 billion in direct township investments and RM 0.1313 billion in procurement of equipment associated with township construction and fitting out. Township investment covers construction of residential and commercial buildings; roads, sewers and drainage; provision of utilities infrastructure and services; and business, real estate and other services. Associated procurement of equipment covers construction & transport equipment and mechanical, appliances & communications equipment. Simulated findings shows investment of RM 1.0253 billion would affect 15 of the 49 commodities sectors, distributed as follows:

Figure 3: Investment distribution using DySam Simulation on LCC framework for the Melaka Township

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Figure 4: Simulation Top 20 Impacts on Activity (Million MYR) by Scenario Type

Figure 5: Simulation Scenario Impacts on Factor of Production & Institution Income (Growth rate)

Simulations shows current efforts on green jobs mapping, the green presence is still a relatively small proportion of key sectors: 9% of production; 15% of employment; and 6% of CO2 emissions; The team

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reports there is a strong potential benefits for widening the coverage of the green jobs mapping efforts.

The simulation of the policy impact from a green township investment using Malaysia’s DySam show relatively large gains in green jobs generated. The team reports employment & income effects could be larger if green investment inputs were more than the 22% assumed.

The simulation of the impact on the environment from CO2 emissions is based on proxy data from a neighbouring economy, Indonesia. This shows unsurprisingly that emission stems mainly from production and the brown-job segment, but also that green segments contributes more to pollution than its share of inputs. The findings team suggests that efforts must be put into generating the required emissions data to integrate into the DySam satellite accounts to better validate these proxy findings.

The team findings also suggests there is a need for supporting skills training in identified green occupations to foster the potential for employment of women and the youth labour market segments. Further work is needed to better understand the link of the most relevant skills to the incipient green occupational standards currently under development.

Building on the results of the Green Jobs Mapping and DySAM Analysis, pilot test the application and implementation of National Occupational Skills Standards (NOSS) on green skills developed in selected occupations in key sectors. Through NOSS, HRD programs are implemented to raise awareness and compliance to the standards supported through promotional activities and creation of pool of masters trainers selected among key industry candidates from across the economy (as confirmed by the Tripartite Project Committee, June 2014). This resulted in 2 runs of Masters Trainers Course on national competency standards/national occupational standards (selected sectors) resulting into the creation of a pool of 40 trained Master Trainers. To amplify the awareness impact, Green Skills Human Resource (HR) Summit was held in Putrajaya. 400 stakeholders from HR leaders, practitioners from across the industry turn up for the event resulting in better understanding and general endorsement of the relevant skills standards on 20 November 2014.

Progressing into the 11th Malaysia Plan, Malaysia has plans in implementing a national scale green skill HRD programs by utilising the pool of master trainers and awareness created within the network of industry stakeholders. Policies and measure have been crafted and ready for roll out.

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7.5 MAJOR CHALLENGES IN TEVT TO MEET GREEN SKILLS DEMAND : POLICY OR MEASURES CONSIDERED & EXPECTED CHALLENGES OF IMPLEMENTATION

Drivers of the environmental market in Malaysia are principally federal laws and regulations, self-imposed international standards of multinational corporations, and the budgets of federal, state and local government, as well as the demand for and provision of basic environmental infrastructure services. Although the Malaysian Department of Environment has been in existence since 1974, and has the authority to enforce a broad suite of regulations and standards covering all environmental media, many Malaysian companies cite inconsistent or non-existent enforcement as one of the problems inhibiting development of the EGS industry in Malaysia. Malaysian officials contend that regulations and standards are in place (including guidelines), but that awareness and implementation of these regulations and standards may not be adequately widespread.

Environmental industry analysts have long stated that the best determinant of an economy’s environmental industry competitiveness internationally is the consistency and development of its own domestic market, driven mainly by enforcement of environmental laws and regulations. The Malaysian Government’s efforts to take control of its environmental infrastructure and cede control and responsibility to privately managed companies are notable in its relatively advanced state.

A economy’s capacity to take advantage of the new green economy depends considerably on how quickly the workforce can adapt to the pace of the economic and technological change. Only the workforce with the right skills and knowledge can easily adapt to the changes. Developing economies, nonetheless, are faced with .brain-drain’ that result in these economies losing their ‘intellectual assets’ to developed economies. The investment made to equip the human resources for the new economy may be futile for the developing economies under these circumstances. Lack of knowledgeable and skilful workers will hinder an economy from participating meaningfully in the global market. Hence, Malaysia needs to consider ways to mitigate the impact of this development as well as develop compensating strategies that might take the forms such as capacity building programmes and transfer of technology.

However, Malaysia's industries continue to shift towards higher value added products and activities. In the process, they faced a shortage of skill labour, experts and specialists in specific areas. To overcome the shortage, companies engaged foreign experts and specialists. While the labour shortage was triggered by structural changes due to a mismatch between

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skills and labour demand, its prevalence was later perceived more of a business-oriented decision as hiring foreign workers was deemed more cost effective.

Awareness of TEVT/ skills in Malaysia is gathering its momentum. Nevertheless challenge still persists among policy makers to change qualifications framework to further upscale skills. Thus limiting accessibility of public to get quality skills education. With limited fresh talents coming out within time resulted in deprivation of the industry from its skills need.

Challenge also persists among traditional delivery institutions and universities. To overcome this, the Department of Skills Development has alternatives for the industry to fulfill the skills need. One of the mechanisms is through the National Dual Training System (NDTS) whereby the industries are put in charge of apprenticeship training through guidance of NOSS. Trends analysis since 2012 shows the buy-in from industries to take on NOSS based programs are overpowering delivery institutions and universities by more than 70%8. Industries are better equip to deliver the latest shift to green technology.

Another challenge is not only to boost the level of growth but also to ensure that the process of growth is inclusive and sustainable. Inclusive growth policies enable the benefits of growth to be shared across all communities. While sustainable growth is ensuring that the wealth of current generations grows in a way that does not come at the expense of future generations. It also includes putting in place appropriate incentives to promote green innovation and conservation of biodiversity.

Indeed, Malaysian policy-makers are faced with the challenge of moving the economy away from competing on costs and natural resources to an economy that is driven by productivity, innovation and that can attract and retain capital, sustainable companies and the best human resource talent. It implies a shift from affirmative action being ethnically-based to being need-based, becoming more competitive, market orientated and investor friendly9.

At the national level, climate change related concerns are addressed through various sectors such as energy; forestry and natural resource management; land-use planning; agriculture; solid waste; and drainage and irrigation. Often, climate change actions are guided by Malaysia’s

8 Department of Skills Development, Malaysia Ministry of Human Resource, NOSS Outcome Analysis 2014 9 ILO: Introduction to policies and programmes for green jobs (Bangkok, ILO, 2012). 137 / 149

international obligations and commitments, not only to the UNFCCC but also to its commitments to the United Nations Convention on Biological Diversity (CBD), and United Nations Convention to Combat Desertification (CCD). In 1994, the National Steering Committee on Climate Change (NSCCC) was established under the Ministry of Science, Technology and the Environment (MoSTE). Subsequently, the Ministry of Natural Resources and Environment (MNRE) was established on 27 March 2004, following the formation of a new cabinet by the Prime Minister. The Secretary General of the MNRE chairs the NSCCC, which also acts as the focal point for the UNFCCC. The Committee consists of representatives from relevant ministries and agencies, the private sector and non-governmental organizations (NGOs).

Malaysia’s Vision 2020 is to achieve high-income status through inclusive and sustainable growth. Current GDP per capita is US$7,900 compared with the high income target range of US$15,000 to US$20,000 in 2020. According to the Tenth Malaysia Plan, achieving the goal of high-income status by 2020 will require, among other things, average growth of 6 per cent over the plan period of 2011–15. Such growth rates require a marked improvement on the 4.4 per cent achieved from 2006–10 during the Ninth Malaysia Plan, but are less than the rates seen in the early 1990s.

The Malaysian Government responded to the Vision 2020 challenge by introducing four interrelated programmes: 1Malaysia, introduced in 2009, Government Transformation Programme (GTP), was announced in early 2010 The Tenth Malaysia Plan (10MP) covering the period of 2011–15. The Economic Transformation Programme (ETP), which was launched in October 2010.

The plan involves investments worth approximately MYR1.4 trillion (US$523 billion) with an objective to grow the gross national income (GNI) at 6 per cent annually to hit MYR1.7 trillion (US$523 billion) by 2020 from MYR660 billion (US$188 billion) in 2009. As an initial catalyst towards economic transformation, 131 Entry Point Projects (EPPs) would be carried out across 12 NKEAs, with 60 business opportunities being made available as a result of it. A total of 12 NKEAs were identified including 11 economic sectors – oil, gas and energy, financial services, palm oil, wholesale and retail trade, tourism, electronics and electrical, business services, education, communications content and infrastructure, healthcare, agriculture – and one geographic sector – the greater Kuala Lumpur conurbation.

Note that job creation may be subject to resource reallocation effects of projects. For example, implementing a number of large infrastructure

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projects may contribute to rising construction or labour costs, impacting the returns on other NKEA projects and private sector investments more generally. In addition, some of the projects may lead to creative destruction, which, while increasing productivity, can lead to offsetting falls in output and employment.

One key national policy expected to generate green jobs is the National Green Technology Policy developed by Ministry of Energy, Green Technology and Water (KeTTHA). The Green Technology and Climate Change Council will be the main driver of the policy intended to accelerate national economic development and promote sustainable development. The Green Technology Policy will promote significant progress and develop new green technologies in four main sectors which are energy; buildings; water; and waste management.

It mandates strategic green technology hubs to be built across the economy under the direction of the Malaysian Green Technology Corporation. The policy also calls for the design and enhancement of green skills training and education programmes, including the expansion of local research institutes and institutions of higher learning to expand research, development and innovation activities on green technology towards commercialization, as well as wide-spread public awareness campaigns to increase the awareness of green technology by the public.

KeTTHA is also currently developing a Green Jobs Framework for Action to provide policy coherence and to guide programmes for green jobs. In addition, KeTTHA and the Ministry of Human Resources facilitate inter-ministerial coordination through the Joint Secretariat of the Working Group on Green Jobs which have conducted an occupational analysis to develop; an Occupational Analysis for Green Jobs; National Competency Standards (NCS); and National Occupational Skills Standards (NOSS) to support further green job creation in the economy.

I view of the expected increase in demand for skilled manpower, DSD is gearing to speed up the development of NOSS, particularly for advanced level skills as well as new emerging trades. DSD is looking at new approaches such as acquiring training standards from advanced economies for adaptation to local needs, closer interaction with private sector and engaging experts from industry to expedite the development of NOSS. At the same time, the National Skill Development Act (NASDA 2006) is to be enhance its role of promoting skill development, without imposing burden on the target clientele. The Act provides for the registration and accreditation of skill training providers in order to promote the development and improvement of the vocational skills in the workforce.

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7.7 CONCLUSIONSIn the era globalization, job security is no longer practical. On the other hand, employability takes place of importance for workers to remain relevant in the world of work. The key to employability lies in the continuous effort to learn and retrain. Thus employability security is derived through the accumulation of skill and knowledge that can be applied as new job opportunities arise in the dawn of the green economy. Skill upgrading therefore, should take its rightful place on the employer-employee bargaining table. Trade unions should be mobilized to promote employability, particularly through continuous learning and retraining.

Thus, transition to the green economy will need Malaysia to keep pace with new technological change and skills required. There should be a good and strong partnership among Government, business community, education and training providers in the human resource development, so as to achieve the shared vision of prosperity and development.

8. Case introduction of green skills development in Singapore8.1 Singapore’s Journey towards SustainabilitySingapore’s journey towards sustainability started in the 1960s before environmentalissues became a global concern. Our leaders made conscious decision to green the city. Then Prime Minister Mr Lee Kuan Yew believed that “a blighted urban jungle of concrete destroys the human spirit” and that “we need the greenery of nature to lift our spirits”. In 1963, he planted the first tree that sowed the seeds to make Singapore a Garden City. A Keep Singapore Clean Campaign was launched in 1968 and it has continued till today. In the 1980s, we transformed the Singapore River from a heavily polluted passageway for boats to the beautiful urban water catchment area and vibrant destination that it is today. In 1971, a Clean Air Act was introduced to regulate air pollution and a bold decision was taken to locate pollutive industries away from residential areas despite Singapore being a newly industralised economy back in the 1970s.

Following the United Nations (UN) Conference on the Human Environment held in Stockholm in 1972, Singapore set up a dedicated Ministry of the Environment1. In 1992, the first Singapore Green Plan, highlighting Singapore’s commitment to ensure our environmental sustainability, was unveiled at the UN Conference on Environment and Development in Rio. This ten-year green plan set an aim to transform Singapore into a green city with high public health standards by the year 2000. Government and non-government agencies monitored activities and provided public feedback. Subsequently, a new ten-year Singapore Green Plan 2012 was launched in 2002, set to meet the challenges of sustaining a

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quality environment and economy and meeting global sustainability efforts. Each of these green plans sets sustainable development targets for five important areas: Clean Air, Clean Water, Waste Management, Conserve Nature and Improve Public Health.

In 2009, the Sustainable Singapore Blueprint (SSB) which outlined our sustainable development targets till 2030 was published. Five years after the launched of the SSB 2009, the Ministry of the Environment and Water Resources and the Ministry of National Development led a review of the SSB, taking stock of achievements over the last five years as well as the latest developments in Singapore and around the world. A consultative approach was used in this review, seeking input from more than 6000 people from various stakeholder groups. This result of this review is the SSB 2015 that was recently unveiled in November 2014 by our Prime Minister Lee Hsien Loong.

The SSB 2015 is guided by the vision of ‘a Liveable and Endearing Home’, ‘a Vibrant and Sustainable City’, and ‘an Active and Gracious Community’. This latest blueprint will guide Singapore towards achieving five key outcomes: (1) "Eco-Smart" Endearing Towns; (2) A "Car-Lite" Singapore; (3) Towards a Zero Waste Nation; (4) A Leading Green Economy and (5) An Active and Gracious Community. Sustainable Development in Singapore is guided by three pillars: economic, social and environment and can be summarised in this ethos “Promoting social and economic well-being while protecting the environment”. Figure 1 below adequately depicts this underlying principle of sustainable development in Singapore.

Figure 1

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8.2 Green EconomyAccording to data from the National Climate Change Secretariat (NCCS)2, the green economy contributed about S$6.2 billion to Singapore’s gross domestic product (GDP) and 60,000 jobs in 2011. The four economic domains identified with green growth opportunities are Clean Energy Technology, Water and Environmental Technology, Urban Management and Solutions as well as Information and Communication Technologies.

There are many high-value manufacturing, engineering and R&D activities in the clean energy industry. In particular, there is a growing cluster of companies in solar technologies developing innovative solutions for Singapore and the wider region. We also have a growing energy management industry ecosystem, with companies involved in systems integration, automation technologies, electric mobility, grid analytics and demand response. Singapore also plays host to a range of key wind technology players, such as, Keppel and Vestas. Other important growth areas for Singapore are wind energy, smart grids, green buildings and energy efficiency. Jobs for the clean energy industry are expected to reach 18,000 in 2015.

In order to address the water scarcity issues in Singapore, we invested heavily in water technology and adopted an integrated approach to water management over the last 50 years. Singapore has developed a diversified and sustainable water-supply strategy utilising local catchment, imported water, reclaimed water (or NEWater) and desalinated water. Heavy investment in this sector will continue to generate growth and create

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demand of skills to support this industry. Jobs for the water and environment industry are expected to double to about 11,000 in 2015.

The need for innovative and integrated urban solutions has always been important, given Singapore’s small size and limited resources. In urban management and solution, a conscious, integrated approach has been taken to ensure a quality living environment for our people.

The BCA, under the Ministry of National Development, champions the development of built environment for Singapore, it also spearhead green strategies and initiatives towards sustainability in the built environment. One of BCA’s key initiatives is the BCA Green Mark Scheme to drive Singapore's construction industry towards more environment-friendly buildings.

The BCA Green Mark Scheme is intended to promote sustainability in the built environment and raise environmental awareness among developers, designers and builders. The BCA Green Mark Scheme also formed the backbone for Singapore’s first Green Building Masterplan developed in 2006 to encourage, enable and engage industry stakeholders to adopt new green buildings. The Green Mark scheme assesses a building in terms of its energy & water efficiency, environmental protection measures, indoor environmental quality, other green features and innovation.

Under the Sustainable Singapore Blueprint 2009, Singapore has set a target of at least 80% of its buildings achieving BCA Green Mark certification by 2030. This move created opportunities for companies to test and develop innovative green building design and technologies. The other opportune area created from this move was the know-how in energy management systems, enhancing the efficiency of building automation and controls. As at 2013, 21.9% of our buildings are already Green Mark Certified.

In terms of Information & Communications Technology, the Smart Nation Programme supports Singapore’s vision to be a Smart Nation – A nation where people live meaningful and fulfilled lives, enabled seamlessly by technology. This refers to the extensive use of technology in the daily lives of our people and better connectivity. It encompasses development supporting Electronic-Government services, Telecommunication Networks and Green Info-comm Technology.

As a land-scarce and highly-urbanised city-state, Singapore is aware that economic development should not come at the expense of harming the environment or reducing the quality of one’s living conditions. We believe that a supportive business environment will help attract more investments

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in green industries, and encourage international and nongovernmental organisations in the environmental and developmental areas to be based in and expand from Singapore. Singapore based businesses are encouraged to develop solutions for deployment in Singapore and for export to other economies. This will also create high value jobs and propel our economy along a green growth trajectory.

8.3 Development of Green SkillsDeputy Prime Minister and Co-ordinating Minister for National Security and Ministerfor Home Affairs, Mr Teo Chee Hian, in the National Climate Climate Change Strategy 2012 said: “Singapore is well positioned to tap the economic opportunities arising from climate change. We can create high-value jobs for Singaporeans and enable our economy to benefit from green growth, if we continue to strengthen our R&D capabilities and attract investments to upgrade existing industries and in new growth areas”. DPM Teo added that the Singapore Government will also facilitate capability development efforts to achieve the goals set out for a Sustainable Singapore. This declaration essentially sets the stage for green skills development.

As in the implementation of a nation-wide policy, the approach to meeting manpowerdemands of the growing green economy is multi-prong. Singapore’s Technical andVocational Education and Training (TVET) are supported by the five polytechnics and the Institute of Technical Education (ITE). The five polytechnics offer about 150 diploma programmes while the ITE offers 101 courses which includes three technical diplomas in niche area.

All the five polytechnics in Singapore offer a range of environmental related diplomas. Some examples of these diplomas are Diploma in Sustainable Urban Design & Engineering, Clean Energy Management, Environment & Water Technology, Green Building and Sustainability, Energy Systems and Management, Environmental Science and Green Building Energy Management. The Temasek Polytechnic offers a specialist Diploma in Environment and Water Technology for skills deepening while the Nanyang Polytechnic has integrated environmental related content into existing courses offering Diploma in Chemical & Green Technology and Electrical Engineering with Eco Design.

Short course such as Solar Photovoltaic Technology is offered by the Ngee AnnPolytechnic to address learners on specific green technology. Other short

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courses such as the Water Efficiency Manager Course and Environmental Control Officer Course offered by the Singapore Polytechnic build the capability for specific job functions.

Unlike the Polytechnics, the ITE has taken an approach to infuse green related components into existing courses. In ITE, our environmental strategy is built on the 3C: Culture, Competency and Collaboration Sustainability Framework. We focus on developing a green culture through various environmental awareness activities. All ITE students are introduced to environmental sustainability initiatives during orientation. These are reinforced through workshops, camps, projects and overseas study trips to build up environmental awareness during their years in ITE. Eco Sustainability module, discussing climate change and sustainability issues, is also offered among the Life skills elective to all students.

We build green competency through infusing relevant green components in all our courses. At this moment, environment-related topics, such as recycling, waste handling and disposal, course-relevant environmental regulations, and course-specific electives like Energy Audit and Management and Water Efficiency Management, are included in about 70% of ITE’s courses. We also collaborate with industry partners to further enhance our green competence through projects. Our students are actively involved in innovation projects to create green solutions many of which have yield good results.

The ITE courses are driven by industry demand; an elaborated industry consultationprocess is employed in developing any new ITE course to ensure that our graduates are meaningfully employed in their field of training. Moving on, there might be a possibility for a full green course(s) if demand is justified.

Other professional green courses are offered by training providers under the government agencies and statutory board to support the demand in green skills through skills upgrading or retraining of the existing workforce. These are courses offered by the Singapore Environment Institute (SEI), the training arm of the National Environment Agency (NEA) and the BCA Academy. The SEI provides training mainly in Green Technologies, Solid Waste Management, Sustainable Development, Energy Management and Urban Environmental Management. The BCA Academy provides training for the building industry, in particular training employee in the built industry in supporting the Green Mark certifications.

Singapore’s well-educated and highly-skilled workforce creates an environment that is able to support a dynamic economy and new growth

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areas that can steadily create good jobs and opportunities to benefit the nation. Equally important is the development of a green mind set among the younger generation; one who recognises the needs to mitigate climate change issues and desire to be involved in some ways to mitigate the situation. Green skills that are possessed by one with a truly green mind set and desire to make a difference will likely to be more sustainable than another.

Recognising the importance of building a green community, the aim to build an active and gracious community was incorporated in the SSB 2015 plan and a target was set to have at least 5000 active green volunteers by 2030 from 1000 at this moment. Eventually, we hope that every Singaporean can be a proud steward of a sustainable home and city, creating a set of sustainable green skills that can naturally support the green economy.

8.4 Challenges in Green Skills DevelopmentCurrent information available on the demand of green skills in the identified sectors is broad based which includes research and higher level job and not just vocational and technical skills. Also, there is no known review of the demand of green skills in Singapore thus far. Information available on green skills development is only in the public domain and is rather fragmented. This poses difficulty in determining if the demand of green skills for the emerging sector is adequately met unless the industry expressed a concern.

Under the Singapore Standard Industrial Classification (SSIC), there are no separate classifications of economic activities just on green economy. This way of industrial classifications poses challenges in data collection as the actual employment survey conducted by the Ministry of Manpower (MOM) were mainly based on these classifications.

Most of the activities that are related to the green industry appear to belong to another industry as well, for example, the manufacturing of solar wafer and solar cells were classified under the industry manufacturing of semiconductors while manufacturing and repair of solar modules and panels were classified under the Manufacture and Repair of Other General Purpose Machinery. Manufacture and repair of water/waste water treatment equipment classified under Manufacture and Repair of Other Special Purpose Machinery. Generation of electricity by other sources (eg solar power, biofuels etc) was classified under Electric Power Generation, Transmission and Distribution among other electricity generation industries. Engineering services in clean energy systems (eg solar photovoltaics) and Environmental engineering services (except clean

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technology) were classified under Engineering Activities.

Nonetheless, capability development to meet the demand of the growing green economy is always on-going. Positive and open relationship between TVET institutions and the industries allows immediate needs to be fulfilled, providing possible mid-term solutions to meet industry demand.

8.5 Policies or MeasuresRecognising that climate change affects the work and responsibilities of many Ministries and government agencies, an Inter-Ministerial Committee on Climate Change (IMCCC) was formed in 2007 to enhance the Whole-of-Government coordination on climate change policies to ensure that Singapore is prepared for the impacts of climate change. This high level committee is chaired by the Deputy Prime Minister, Mr Teo Chee Hian, with members comprising of ministers of the relevant ministries. The IMCCC study how Singapore can stabilise our long-term emissions. Its work will build on Singapore’s past and on-going efforts in sustainable development.

In July 2010, the National Climate Change Secretariat (NCCS) was formed as a dedicated unit under the Prime Minister’s Office to provide coordination at the highest level for Singapore’s domestic and international policies, plans and actions on climate change. The NCCS also supports the work of the Inter-Ministerial Committee on Climate Change.

There is no known policy addressing skills development that is specifically for the green sector however a recently announced government initiative aims to support the development of skills and mastery essential to take our economy to the next level. Under the SkillsFuture movement, training institutions, unions, Trade Associations and employers will jointly chart out future skills needed, and plan systematically to develop these skills in our people. Training may take place in our educational institutions, lifelong learning institutes, at industry campuses, or on the job. “We will work with all stakeholders to develop and implement these comprehensive Sectoral Manpower Plans (SMPs) in all key sectors by 2020” said Chairman of the SkillsFuture Council, Mr Tharman Shanmugaratnam, who is also Singapore’s Deputy Prime Minister and Minister for Finance.

SkillsFuture is the result of recommendations made by the Applied Study in Polytechnic & ITE Review Committee (ASPIRE) anchored by the Ministry of Education and the new Continuing Education Training (CET) 2020 master plan helmed by the Workforce Development Agency (WDA), whose role is to promote the spirit of lifelong learning through skills upgrading.

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Under the CET 2020 Masterplan, the WDA will work with sector lead agencies, employers and unions to jointly develop medium-term manpower and skills strategies to support industry growth and productivity efforts. They will identify the specific manpower and skills required for each sector over a five-year period and spell out the measures needed to meet these requirements.

Through the SkillsFuture movement, the skills, passion and contributions of every individual will drive Singapore's next phase of development towards an advanced economy and inclusive society. The initiative outlined efforts to support continuous engagements in learning, deepening of skills relevant to their job, meaningful employment through education and career guidance by helping students (secondary school onward) discover the various pathways available, and make informed choices about their future. The move could possibly help in supporting the growth in the green economy too.

8.6 CONCLUSIONClean Energy Technology, Water and Environmental Technology, Urban Management and Solutions as well as Information and Communication Technologies are the economic domains identified with green growth opportunities in Singapore. Inevitably, high value jobs will be created with this growing green economy; the development of green skills is therefore important to meet the growing demand.

Skills development in Singapore is currently achieved mainly through the polytechnics and the ITE training. The approach to develop a skilled workforce for the green economy is multi-prong building on our current capability and a developed TVET infrastructure. The polytechnics offered a number of green courses to meet the current demand in green skills.

While the development of green economy is evidence in Singapore, the demand for skilled workers particularly for the green economy is not visibly substantial for ITE to introduce full course(s) on green skills. ITE could offer green related courses in future when demand is substantially justified. Currently, essential components to develop green skills were already infused to the existing curriculum of certain relevant ITE courses to equip our graduates with skills necessary to meet the green development. ITE focuses on holistic green education through more exposure of our students to climate change related issues and activities. We believe that green skills that are driven by passion will likely to be more sustainable than one that is not.

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Medium-term manpower and skills demand are generally met by skills upgrading of the existing workforce achieved through the trainings provided by government agency such as BCA, SEI and the WDA. The SkillsFuture movement, aiming to create a new paradigm in Singapore’s workforce, is timely launched and potentially able to heighten the development of skills for new growth areas possibly including that of green skills.

Eventually, we hope that Singaporean in particular the younger generation recognizes the importance of mitigating climate change issues and will be proud stewards of a sustainable home and city. It is only with such desire and passion that a set of sustainable green skills will evolve in each of them, allowing them to also benefit from the growth of the green economy with their skills.

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