Transcript The Third Annual Meeting 6 November 2008 DESD Reference Group

Green Economy and TVET
(A future of our project?)
Margarita Pavlova
Consultant, Section for DESD
coordination, UNESCO
China Daily
“China Daily”, December 2, 2009 (Hong Kong
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edition)
Govt puts money into water pollution fight
Haze raises questions on air quality
Raising anxiety (sea leavel raise and Shanghai)
Home of rare birds under threat as study predicts
large reduction in mudflats
Study shows Antarctic ice melt accelerating
Austarlian opposition will stall emission
legislation
Image,source :http://www.unep.org/greeneconomy/GreenEconomyReport/tabid/13
75/language/en-US/Default.aspx
Among the major differences between EE and
ESD are:
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within environmental – developmental paradigms,
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philosophical underpinnings, and
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focuses on curriculum or curriculum/educational
provisions.
EE
ESD
Emphasis on environment
Emphasis on environment and
development
Modern framework
Post-modern framework
Eco-centric ethics
Weak anthropocentrism
Related to curriculum
Related to curriculum and provision of
education
Not structured in terms of common
themes
Structured in terms of common themes to
be addressed
Considers local context but focus on
environment
Focused on culture and local communities
Focus on education
Capacity building for communities
Related to two Global Initiatives in
Education
Related to all Four Global Initiatives in
education
The role of technology and science
mentioned
The role of technology and science is
emphasised
The Green Economy Initiative
Theoretical level:
EE in a broad sense, focusing on
social, environmental and economic
issues, however, still narrower than
ESD
Practical level:
All EE and ESD initiatives should be
supported
The Green Economy Initiative
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The Green Economy Initiative has three core
elements:
The Green Economy Report,
The Economics of Ecosystems and
Biodiversity study, and
The Green Jobs Report.
Together they provide the impetus for the
Global Green New Deal – which seeks to
promote green investments as the best bet
for real growth, combating climate change
and triggering an employment boom.
Source:http://www.unep.ch/etb/publications/Green%20Economy/GER%20brochu
re%20(normal).pdf
The Global Green New Deal
UNEP has called for a “Global Green New Deal” for reviving the
global economy and boosting employment, while simultaneously
accelerating the fight against climate change, environmental
degradation and poverty.
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UNEP is recommending that a significant portion of the estimated
US$2.5 trillion in pledged economic stimulus packages be
invested in five critical areas:
Raising the energy efficiency of old and new buildings;
Transitioning to renewable energies including wind, solar,
geothermal and biomass;
Increasing reliance on sustainable transport including hybrid
vehicles, high speed rail and bus rapid transit systems;
Bolstering the planet's ecological infrastructure, including
freshwaters, forests, soils and coral reefs;
Supporting sustainable agriculture, including organic production.
Image,source :http://www.unep.org/greeneconomy/GreenEconomyReport/tabid/13
75/language/en-US/Default.aspx
China
China’s green stimulus is US$218 billions (among the top of G20).
Green fund % of the total GDP
1.
Republic of Korea 6,99%
2.
China – 5,24%
3.
Austarlia – 0.87%
Green stimulus per capita (US$)
1. Republic of Korea- 1,238
2. Austarlia- 420
3. USA- 365
4. Japan- 282
5. Germany- 168
6. China- 166
Image,source :http://www.unep.org/greeneconomy/ResearchProducts/tabid/1394/l
anguage/en-US/Default.aspx
China
China’s green
stimulus
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48% railway infrastructure
35% Grid
12% Energy efficient buildings
4% Water/waster
1% Low carbon vehicles
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In addition, the government would share 50 per cent of the
investment cost for solar power capacity over 500 MW through
2011 (70 per cent for remote regions)
Image,source :http://www.unep.org/greeneconomy/ResearchProducts/tabid/1394/l
anguage/en-US/Default.aspx
China
During the 11th Five-Year Plan period (2006 – 2010),
annual growth in China’s green industry services is
expected to be 15 per cent and accounting for 3.4 per
cent of GDP.
Composition of Chinese Green Industry services:
75% - Integrated resource utilisation
14% - Environmental protection equipment
11% - Environmental services
Green standards and targets
The United Nations Environment
Programme (UNEP) recognised Shanghai's
efforts to organize an environmentallyfriendly Expo 2010 that aims to benefit not
only the 70 million expected visitors but also
leave a green legacy for the city's over 20
million residents.
Image,source :http://www.unep.org/greeneconomy/GreenEconomyReport/tabid/13
75/language/en-US/Default.aspx
Green Economy
Green Economy is one in which the vital links
between economy, society, and environment
are taken into account and in which the
transformation of production processes,
production and consumption patterns create
decent employment opportunities, promote
sustainable trade, reduce poverty, and improve
equity and income distribution.
Green economy contributes to a reduction of
waste, pollution, and the use of resources,
materials, and energy to revitalize and diversify
economies.
Source:http://www.unep.ch/etb/publications/Green%20Economy/GER%20broch
ure%20(normal).pdf
Green jobs
“The notion of “green jobs” has become
something of an emblem of a more
sustainable economy and society, that
aims to preserve the environment for
both present and future generations
and to be more equitable and inclusive
of all people and all countries” (The
Green Jobs Report, 2008, p.1).
Green Jobs
The Report indicates
• Globally, 2.3 million workers employed
in renewables; by 2030, could be 20
million jobs
• In China, 10 million jobs in the
recycling sector
• “Where capital flows today, jobs follow
tomorrow”
Green Jobs: Towards Decent Work
in a Sustainable, Low-Carbon World
The Report assembles evidence—
quantitative, anecdotal, and conceptual—for
currently existing green jobs in key economic
sectors (renewable energy, buildings and
construction, transportation, basic industry,
agriculture, and forestry) and presents estimates
for future green employment.
The pace of green job creation is likely to
accelerate in the years ahead. Current green job
creation is taking place in both the rich countries
and in some of the major developing economies.
Employment will be affected in at
least four ways
• In some cases, additional jobs will be created - as in the
manufacturing of pollution-control devices added to existing
production equipment.
• Some employment will be substituted - as in shifting from
fossil fuels to renewables, or from truck manufacturing to rail
car manufacturing, or from landfilling and waste incineration to
recycling.
• Certain jobs may be eliminated without direct replacement—
as when packaging materials are discouraged or banned and
their production is discontinued.
• It would appear that many existing jobs (especially such as
plumbers, electricians, metal workers, and construction
workers) will simply be transformed and redefined.
Decent and Green jobs
Environment
Green, but not decent
Green and decent
Examples:
•Electronics recycling without adequate
occupational safety
•Low-wage installers of solar panels
•Exploited biofuels plantation days
laborers
Examples:
•Unionized wind and solar
power jobs
•Green architects
•Well-paid public transit
employees
Neither green nor decent
Decent, but not green
Examples:
•Coal mining with adequate safety
•Women workers in the cut flower
industry in Africa and in Latin America
•Hog slaughterhouse workers
Examples:
•Unionized car manufacturing
workers
•Chemical engineers
•Airline pilots
Decent work
(Report, p.40)
Pro-environmental measures in
major segments of the economy
Energy supply
Integrated gasification/carbon sequestration
Co-generation (combined heat and power)
Renewables (wind, solar, biofuels,
geothermal, small-scale hydro); fuel cells
Manufacturing
Pollution control
Energy and materials efficiency
Clean production techniques (toxic
avoidance)
Cradle-to-cradle (close loop system)
Pro-environmental measures in
major segments of the economy
Buildings
Lighting, energy-efficient appliances and
office equipment
Solar heating and cooling, solar panel
Green buildings (energy- efficient windows,
insulation, building materials, heating
ventilation
Materials
Management
Recycling
Extended producer responsibility, product
take-back and remanufacturing
De-materialization
Durability and reparability of products
Pro-environmental measures in
major segments of the economy
Retail
Promotion of efficient products and use of
eco-labels
Store locations closer to residential areas
New service economy (selling services, not
products)
Agriculture
Soil conservation
Water efficiency
Organic growing methods
Reducing farm to market distance
Initiatives - Brazil
© Sean Sprague / Still Pictures
Registered scavengers picking out recyclable
garbage from a conveyor belt at the Rio de Janeiro
city dump. Brazil.
In 2004 the country
recycled 96 per cent of its
aluminum cans, 49 per
cent of its steel cans,
48 per cent of its PET
plastics, 46 per cent of its
glass packaging, 39 per
cent of its tires, and 33
per cent of its waste
paper. SEBRAE and
CEMPRE estimate that
the recycling sector
employs some 500,000
people in Brazil.
Initiatives – Nairobi
Source:
http://www.kcyp.kabissa
.org/
The Kibera Community Youth
Programme (KCYB) operates in
one of the largest slums in subSaharan Africa. It provides
employment to local youth
in an assembly line for small and
affordable solar panels. The
panels power radios and charge
mobile phones in Kibera.
Initiatives - Germany
© BSM Werner Klein
Source: http://www.bsmwernerklein.de/thermographie/index.html
The German initiative was launched
during a recession in the building sector
in 2001. The programme helped to retrofit
342,000 apartments with improved
insulation of roofs, windows and walls,
along with advanced heating and
ventilation systems and installation of
renewable energy equipment.
Over the period 2001–2006, $5.2 billion
of public subsidies stimulated a total
investment of $20.9 billion, creating or
maintaining about 140,000 jobs.
The scheme reduced the annual emissions from buildings by 2 per cent.
In 2005, the Government increased funding for the programme to almost
$2 billion annually. This led to an estimated 145,000 additional full-timeequivalent jobs in 2006. Retrofitting of buildings has become one of the
key elements of the strategy by the German Government to reduce
emissions by 40 per cent by 2020.
A skill gap
Between available workers and the needs of green
industries:
• A 2007 survey of Germany’s renewables industry
concludes that companies in this field are suffering
from a shortage of qualified employees, and especially
those needed in knowledge-intensive positions.
• The Confederation of British Industry has expressed
concern that sectors going green are struggling to find
technical specialists, designers, engineers, and
electricians.
• In the United States, the National Renewable Energy
Laboratory has identified a shortage of skills and
training as a leading barrier to renewable energy and
energy-efficiency growth.
Management challenge
• Australia, Brazil, and China also report shortages of
skilled workers. To remedy such shortages requires
not only adaptations in training new workers, but
also retraining efforts for those workers who
transition from older, polluting industries to new
ones.
• Along with the skills gap can be placed the
“management challenge,” which will consist in the
development of new perspectives, awareness, and
managerial capacities. Managers must be willing
and able to learn new skills, and to make use of the
skills their subordinates have obtained.
Our project
• Skills gap has been identified as an
issue by the industry (Our report, p.57)
UN response to the Green Economy
The UN System Interagency Statement (25 June 2009)
on “Green Economy: A Transformation to Address
Multiple Crises” states that
“The shift towards a green economy requires education for
sustainable development including training in new job
skills ... All stakeholders must double efforts to provide training
on a range of skills for decent and remunerative jobs protected
by adequate health care. A particular focus should be given to
the poor, vulnerable groups including women, youth, and to
small and medium sized enterprises and farms.
These efforts will assist developing countries in leapfrogging to
a greener and inclusive economic development path. Skill
transfer and the sharing of experience in labour health
protection is an area ripe for international – both North-South,
South-South, and triangular – cooperation”.
Source: http://content.undp.org/go/newsroom/2009/june/green-economy-a-transformation-to-address-multiple-crises.en
DESD & Green Economy
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Economy – one of the 3 pillars of SD - a sensitivity to the limits and
potential of economic growth and its impact on society and on the
environment.
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Bonn World ESD Conference workshop on the Economic pillar of
sustainable development and its educational dimensions focused on
the education and knowledge dimensions of the economic
challenge of poverty reduction.
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A sustainable society needs not only responsible entrepreneurs but
also responsible citizens, consumers and social actors. Educating
for a green economy is an essential part of the vision of ESD.
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To build both a green economy and a green society, key skills
needed include:
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critical thinking,
self-reflection,
personal decision-making and problem-solving
multi-disciplinary thinking
futures thinking
reflecting on values and ethics
TVET & Skills for Sustainability
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The following skills are central in driving and
enabling sustainability on four fronts:
Leadership
Innovation
Processes
Technical application
Skills for Sustainability (2007)
TVET & Skills for Sustainability
Specific skills, building industry:
• Building design and drafting capacities to enable ‘design-in”
sustainability
• Compliance with regulations, codes and voluntary standards
• Knowledge of sustainable building products and how best to
use them
• Knowledge of sustainable construction techniques
• Installation and maintenance of new technologies
• Effective management of increasingly complex facilities and
related inftastructure
• Knowledge of sustainable building principles for sale promotion
• Knowledge of resource management (including waste
minimisation and recycling)
Skills for Sustainability (2007)
Our project
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Introduction of ESD in TVET contribute for the process of
greening jobs in China and for transforming economy to the
one that contributes to sustainable development;
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The lessons learnt will be reflected in the guidelines for use
in policy and operational programmes;
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The results identify the potential of TVET to be a partner in
promoting green growth in 8 provinces involved in the
project;
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This agenda of Green Jobs and Green Economy could be
used as a framework for future research and sharing
knowledge on Green Jobs in the regions through our
network;
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Provide an input to the Monitoring and Evaluation Report for
the Second part of the DESD.
Image, source :http://www.reparerlaplanete.com/
UNESCO, Green Economy and ESD
In line with its strategy for the 2nd half of the Decade, UNESCO
can contribute by focusing on the four ESD thrusts:
• Enhancing (basic) education.
• Reorienting existing education programmes to
address sustainability.
This is already happening in various countries, education
levels and settings, but this is not mentioned as contributing
to a green economy. A growing number of institutions
integrate ESD principles into their education and training
practices. The focus should be on supporting teachers and
educators, as well as engaging society at large, in terms of
developing transdisciplinary understandings of the social,
cultural, economic and environmental dimensions of
sustainability.
UNESCO, Green Economy and ESD
• Increasing public awareness and understanding.
A green society requires widespread community education
and a responsible media committed to encouraging an
informed and active citizenry. There is a need to educate
people, in particular young people, about their lifestyles and
their impacts on the environment, society and economy, as
well as on actions to scale back their consumption patterns.
• Providing training.
Encouraging all sectors – business, industry, higher
education, TVET, governments, non-governmental
organizations – to train their leaders and employees in
sustainability issues and green economy concepts and
to put them into practice is essential. TVET programmes
contribute to promoting a country’s economic growth and to
tackling poverty reduction as well as ensuring social and
economic inclusion of different disadvantaged communities.
Our project
Criteria of quality development (ESD)
at the institute level
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9.
Learning culture
Learning groups
Competencies
Institute culture
Opening of the Institute to the
outside world
Institute management
Institutes program
Resources
Staff development
Possible Posible learning
evidence arrangments and
methods
Our project
Learning culture
Possible evidence
Possible learning
arrangments and
methods
Teaching at our Institute
is charaterised by a
diversity of forms of
teaching and learning,
offering all students the
opportunity to reflect
upon present and future
living conditions
Feedback and selfassessment
Documents on
curriculum development,
project planning and
application
Project documentation
Students’ learning log
books
Cooperation agreements
with external partners as
part of curriculum-related
projects
Project-based learning
Cooperative learning/
peer learning
Service learning
Self-assessment of
learning process
(logbooks)
Peer teaching
Students feedback
Options in teaching
contents
Our project
Institute programs
Possible evidence
Possible learning
arrangments and
methods
Our Institute has a
model which serves as
the basis for setting
goals in promoting
sustainable
development. It has an
institution wide
program that contains
the corresponding
goals, measures and
structures
The Institute-wide program
is a written document,
constituting evidence on
contents, participation level
among various groups, etc.
Surveys are completed for
the internal and external
use.
The institute, as a
susatinable organisation –
is monitoried for staff and
resource management
ESD Institute program
Major programs,
electives that include
ESD
Self-assessment
workshops
Strength – weaknesses
– opportunities – threats
(SWOT) analysis
谢谢你们
Thank you
«I
am convinced that Education for
Sustainable Development, based on the
interdependence of environment,
economy, society and cultural diversity, is
the key to a better and more just world of
the 21st century.»
Irina Bokova, Director-General of UNESCO
Source: My vision for UNESCO, www.bokova.eu/?cat=12
Greening the Economy: Types of
Employment Effects
Direct and
indirect
employment
effects
•Jobs are created directly through increased demand
and output induced by environment-related
expenditures.
•Indirect employment effects arise in supplier industries.
•Induced job effects occur as wage incomes are spent
generating demand in additional industries.
Temporary
and longterm jobs
•Construction and installation jobs (for instance, of a
wind turbine) are usually of a temporary nature (as are
jobs that are supported by a specific policy measure or
program).
•Manufacturing and maintenance jobs, on the other
hand, are in principle of a longer-lasting nature.
Greening the Economy: Types of
Employment Effects
New job
•To some extent, green jobs will be
creation and job created through the development of new
preservation
technologies and the emergence of new
industries (wind turbines, solar
photovoltaics, fuel cells, biofuels, etc.).
• As established firms and industries
green their operations, existing jobs
may be transformed, and thus
preserved against possible loss
(implying changes in work methods,
retraining).
Report, p.44
Greening the Economy: Types of
Employment Effects
Positive and
negative
employment
effects
•Green policies and business practices can create new
jobs or preserve existing ones.
•On the other hand, environmental regulations can, in
theory, have negative job consequences (by raising costs,
reducing demand, or rendering a factory or company
uncompetitive). This, however, has proven to be an
exceedingly rare outcome.