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Recognizing Green Skills Through Non-formal Learning

A Comparative Study in Asia


Posted:
08.02.2023 by Content Admin

Author:
Margarita Pavlova

Publisher:
Springer

Year of Publication:
2022

Country in Focus:
Global

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Description

This open access book looks into the roles and practices of small and micro-enterprises in formal and informal economies across seven countries and one territory in terms of how they contribute to environmental and sustainable development and green skills promotion. By taking into account the perspectives in these four sectors, catering, automotive, waste management and polyvinyl chloride production, this book maps environmental green practices in the region, identifying mechanisms used to assess existing skills (i.e. knowledge, skills and competencies), and evaluating the potential for green skills inclusion in recognition, validation and accreditation.
 

Specified information on Southeast Asia has been raised in Chapter 2. 

Chapter 2 Abstract (pp 23). The greening of all industries in order to help reduce their ecological footprint is an important factor in transitioning to an environmentally sustainable world and meeting many SDG targets. Governments in the Asia and the Pacific region (APR) have recognised these challenges and have taken a range of measures (including the introduction of laws and regulations) to work towards green economic restructuring.

This chapter provides an overview of the environmental challenges relevant to the four industry sectors examined in this book (automotive, PVC production, catering and waste management). It also illustrates governments’ efforts to address these issues in an attempt to green economic restructuring in APR. In particular, policies and legislation, green restructuring initiatives and the introduction of new workplace practices will be examined in the context of the above industries, based on the analysis of secondary sources and some results of the case studies. This green restructuring is having a significant impact on the dynamics of, and requirements for, skills that should be addressed by TVET and work-placed learning, and also included in RVA. Initiatives undertaken by the governments in the region are important indicators that can enable to formulate TVET policies and to navigate the demands and dynamics of necessary skills.