Education and Skills for Inclusive Growth and Green Jobs

Draft Report on India - SUMMARY

26 March 2014
STRICTLY LIMITED CIRCULATION TO PARTICIPANTS AT THE
WORKSHOP IN NEW DELHI ON 3rd APRIL 2014. NOT TO BE QUOTED
WITHOUT WRITTEN AGREEMENT FROM ADB, MANILA
Prepared By: Rupert Maclean and Saurabh Johri
International consultants
Rupert Maclean (Team Leader)
Belinda Smith (Private Sector Skills Specialist)
Margarita Pavlova (TVET Providers Specialist)
National Consultants (India)
Saurabh Johri (TVET Specialist)
Shruti Dasgupta (Market Research and Survey Specialist)
Maya Sitaram (Gender Specialist)

Contents
1.

Overview .................................................................................................................. 1

2.

Green jobs, green skills different shades ............................................................... 5

3.

Key findings ............................................................................................................. 8

4.

The way forward .................................................................................................... 16

5.

Recommendations for greening of TVET programmes ......................................... 21

List of figures
Figure 3.1
Figure 3.2
Figure 3.3
Figure 3.4
Figure 3.5
Figure 3.6
Figure 3.7
Figure 3.8
Figure 3.9
Figure 3.10
Figure 3.11
Figure 3.12
Figure 3.13

Percentage share of industry sectors who felt government

regulatory impact on business in the last one year ......................................8
Percentage share of industry sectors developing new skills
based on need to undertake environmental impact assessments ..................9
Percentage share of industry sectors facing rising energy and
fuel costs in the last year ..............................................................................9
Percentage share of industry sectors caring for suppliers using
energy efficient infrastructure in production .............................................10
Percentage share of industry sectors employing new workers in
green jobs ...................................................................................................10
Percentage share of employers giving feedback on graduate
skills to TVET institutes for course improvements ...................................11
Percentage share of employers on engagement methods with
TVET institutes ..........................................................................................11
Average rating (1-5) on importance given to government
policies on sustainability ............................................................................12
Percentage share of TVET providers using inclusive data
sources to design skill development programme approach .......................13
Percentage share of TVET institutes in green content inclusion
methodology ..............................................................................................13
Percentage share of TVET institutes providing recognised
TVET certification to vocational students .................................................14
Percentage share of responses on building green skill standards
and assessment criteria ...............................................................................15
Teacher training for green skills ................................................................15

1.

Overview

1.1

India a country with multiple narratives

India has an enormous population of 1.21 billion people, yet it manages to achieve a
representative democracy through federal, state and local governments with differing
political ideologies and policy emphasis. In addition, the variation between different
provinces (known as states) in terms of the degree of poverty, stages of economic and
social development, economic structures, and hierarchy of the caste system is unique
and not comparable to any other country in the developed or developing world. There
are states which are relatively wealthy and can be easily compared with fast emerging
economies of the world and there are regions that are extremely poor and can be
compared to Sub-Saharan Africa and the poorest countries in Asia.
The last 22 years (since 1991) in India have been unique in many ways. As the
countrys economic policies liberalised, India increasingly became the preferred
investment destination as well as consumption market for the world. The per-capita
income increased exponentially, the GDP growth rate touched 9% in 2008 even when
the rest of the world was struggling with a financial crisis. The rising share of India in
the world GDP has positioned it as one of the emerging Asian Tigers of the
21st Century.
However, the country faces a sharp paradox. According to the World Bank 1 there are
nearly 400 million poor in India. These estimates are based on people living on less
than $1.25 a day in 2010. According to that World Bank report, India alone accounts
for 33% of the worlds poor - almost equal to the Sub-Saharan Africa, which
encompasses over 40 countries. Even if we consider the official Government of India
figures on this matter, the share of Indias poor is about 25% (the highest of any
country) - a situation which is without doubt alarming and a major challenge.
According to Census of India (2011)2 figures, 32.8% of households have no electricity,
53.1% have no toilets on the premises, 41.6% have no bathing facility and 17.8% of
households have no radio/television/telephone/bicycle or any other vehicle.
According to the UNDP (2011)3, the countrys HDI is very low at 0.547 (a rank of
134 out of 187 countries), female literacy is only 65%, the infant mortality rate is 44
per 1000 where at best in India it is below 15 and at worst above 70.
Nearly 54% of the population of India is engaged in agriculture which contributes less
than 17% to the GDP. The growth rate of the agriculture sector continues to stutter
and has not as yet even crossed the targeted 4% in the XIth Plan Period (2007-2012).
The manufacturing sector on the other hand employs nearly 21% of the labour force
but the contribution to GDP also remains low at about 17-18%. The notion of there
being a Shining India is mostly created through the services sector which
contributes over 65% to national GDP but employs only 25% of the labour force.
Many economists regard this situation as unsustainable.

2
3

http://www.worldbank.org/content/dam/Worldbank/document/
State_of_the_poor_paper_April17.pdf
http://www.censusindia.gov.in/
http://www.undp.org/content/dam/india/docs/india_factsheet_economic_n_hdi.pdf

1.2

Purpose of this study

The prominence of Asian economies and corporations, together with globalization
and technological innovation, are leading to long-term worldwide changes in trade,
business and labour markets. There is a rebalancing of power and influence, centred
on the Asia-Pacific region.
The Asian Development Bank (ADB) Report (2011), Asia 2050: Realizing the Asian
Century indicates that Asia could account for 51% of world Gross Domestic Product
(GDP) by 2050 (compared to 27% in 2010). This represents a six fold increase in per
capita income, equivalent to European levels of today. Seven economies: the Peoples
Republic of China (PRC), India, Indonesia, Japan, the Republic of Korea, Malaysia
and Thailand are projected to account for 87% of the GDP in Asia. The report further
indicates that by 2030, 100 million green jobs will be available worldwide, about 2%
of the global workforce. Of these, it is anticipated that 50 million green jobs will be in
Asia.
While the countries are evaluating the costs of adopting green growth measures, and
industries are being encouraged to move to green production systems through
incentives or regulatory requirements, training is required in new and redefined skills
to prepare the workforce for a green economy. New green jobs will become available
and job substitution will result from the greening of corporations and the shift from
fossil fuels to renewable sources (UNEP, 2008). Education and training institutions do
not yet have effective response strategies for green jobs. In addition, training course
offerings for green skills need to be developed in sectors that are key drivers of
growth and employment.
Green industries in Asia and the Pacific are currently fragmented. University offerings
lack cross-disciplinary breadth and the faculty to train future workers in technical,
economic, social, and managerial challenges in green industries. Industry and
business have initiated steps to train workers for green processes and products.
However, governments, industries, and educational institutions have not yet
developed coordinated actions to prepare the workforce in middle and higher green
skills. As countries in Asia and the Pacific put in place national policies and strategies
for adapting to a carbon constrained future, the capacities needed have not as yet been
adequately analyzed. Regional entities, such as the Association of Southeast Asian
Nations (ASEAN), are supportive of bringing together business leaders in green
industries. International commitment to clean and green growth requires green
professionals in areas such as assessment, reporting, and certification. Currently they
are primarily from developed countries.
The ADB Education Sector Operations Plan seeks to align ADB support in education
with the needs and priorities of its developing member countries (DMCs) and
strengthen the quality, inclusiveness, and relevance of education. The plan
emphasizes that ADB will support DMCs to diversify and expand higher education
and technical and vocational education and training (TVET) to match labour market
needs.
The scope of the ADB commissioned research project Education and Skills for
Inclusive Growth and Green Jobs was intended to increase the knowledge and
capacity of the four DMCs being studied (India, Sri Lanka, Indonesia and Vietnam) to
2

match education and skills training to jobs, including for green occupations. This
research study seeks to examine how the four DMCs can best put in place timely and
effective policies and strategies for skills development. It also aims to facilitate
dialogue and networking between the public sector, business and sector councils,
industry and occupational associations, and employee associations to assess gaps in
policy and practice for the development of skills and to anticipate future needs.
1.3

Project methodology
One of the unique features of this study was the collection of primary data through
surveys and interviews conducted with TVET institutions and employers in selected
sectors, in addition to personal interviews and focus group discussions with important
stakeholders from government, NGOs and international donor agencies. The evidence
was collected through quantitative surveys with data validated through interviews.
Expert opinion was also sought through workshops/roundtable discussions involving
all the stakeholders in order to authenticate the findings and the subsequent policy
advice.
Key stakeholders were identified and consulted both from the labour skill demand
side (high-growth selected industries, namely, energy, construction, transportation and
tourism/hospitality) and from the supply side (formal government TVET providers
and informal private/Non-governmental Organizations (NGOs)) with a special
emphasis on emerging green skills and green jobs. It was important to evaluate the
extent to which training providers respond to the needs of industry and, secondly, to
the needs of green growth. The project was therefore designed across sectoral,
occupational, skills and training levels.
Relevant data were collected from various companies through surveys and interviews.
The survey and interview questionnaires were prepared based in research into green
jobs, sustainable company practices and by focussing on the study objectives and
common issues that needed to be addressed including (but not limited to): a lack of
awareness on the part of many firms in the sector concerning greening issues and their
importance; problems associated with a shortage of skilled labour with green skills.
Interview questions supplemented the survey by addressing questions concerning the
higher costs associated with the greening of processes and the importance of
government policy, legislation and incentives to encourage the greening of production
and services; and, the value of setting industry standards and industry self regulation
to promote the greening of firms.
A total of 59 companies in the four industry sectors responded, these being hospitality
and tourism (18 respondents), construction (15 respondents), transport (9 respondents)
and renewable energy (17 respondents). Additionally, two weeks of interviews were
undertaken by the consultants research team in New Delhi during October 2012.
These involved senior members of 15 enterprises and senior representatives from 10
organizations consisting of industry associations, employers associations
representing a combined membership of 11,527 direct members and over 90,000
indirect members, NGOs, Government and international donor organizations. Topics
considered varied from lean management principles assisting companies to becoming
green, to the importance of attitudinal changes for a successful transition to green
work practices.
3

Qualitative questionnaire surveys and interviews were used to elicit informed opinion
and expert knowledge on current practices of TVET providers in terms of approaches
used by institutions to respond to skills needs; to government policies/initiatives that
are relevant to skills development; and to economic restructuring and staff training. A
particular emphasis was placed on approaches used by institutions to include green
skills (skills that are required to reduce the adverse environmental impact of
enterprises and the economic sectors, ultimately to levels that are sustainable) in their
programmes/courses. Representatives from Government, NGOs and donor agencies
were also interviewed.
A total of 90 respondents from the Government institutes (9 from the Ministry of
Human Resource Development (MHRD) - polytechnics); 26 from Ministry of Labour
and Employment (MoLE) - Industrial Training Institutes (it is) and 15 from other
Ministry/State Government Institutes); 27 NGOs and 13 NGOs associated with the
National Skills Development Corporation (NSDC) (NSDC partners) responded to the
survey questionnaire. Additionally, the interviews covered a range of skills in the high,
medium and lower skill levels.
The aim of the interviews was to identify successful practices, opportunities,
challenges, and requirements for training providers to develop training programmes
which appropriately address industry needs in skills development, with a specific
focus on meeting the demands of climate change and environmental sustainability
issues that industries are facing at the current time.
Additional information was sourced from job advertisements, company career
information and relevant green industry associations. The resulting information was
also validated against internationally available green or sustainable national
occupation standards (competency or skill standards), documented sustainable
businesses practices and cleaner production processes.
1.4

The outcomes of the project

This study found that the skill profiles of workforces that encourage successful
sustainable growth are more likely to involve the widespread use of generic green
skills. According to industry, generic green skills lead to cost reductions as well as
reducing the individual companys carbon footprint. The identification of generic
green skills allows governments and industry to develop strategies for mainstreaming
these skills across the labour market and potentially reducing carbon footprints of
individual enterprises and value chains. Training and education providers should
integrate generic green skills into existing training programmes to improve the
sustainable work practices of TVET graduates.
The findings of this research suggest many TVET providers find it difficult to develop
student skills beyond a narrow range of technical skills affecting the relevance of
training content in meeting the sustainability challenges of industry. This is not a
problem unique to India and has been recognized globally as an issue in the
development of soft skills, or generic skills such as, problem solving, communication,
team building and customer service (Martinez-Fernandez, Powell 2010). The Quality
Council of India (2011) lists communications, leadership, problem solving along with
inculcating values and ethics as skills and attributes requested by employers, but these
are not adequately developed through government training institutes. One of the
4

biggest challenges in developing green skills will be for TVET providers to focus on
process skills rather than technical skills as requested by industry specifically in areas,
such as, waste minimization or energy efficiency in production or service delivery
processes, as well as skills like collaboration and innovation.
The study and analytical efforts presented in the report have been designed to inform
readers of the challenges and dilemmas faced by NGOs in green skill development
programmes. This document also attempts to showcase good practices in programme
outreach and management, along with green skill development to cater to a greening
economy.
As a result, the contents of this report can be put to use by skills development NGOs,
NGO partners, corporate and non-corporate donors who fund skills development
programmes and policy makers alike. Constraints faced by NGOs identify critical
areas for policy and governance intervention that need reforms by the decisionmaking government stakeholders in skilling India. Good practices in outreach and
programme mechanisms can help the implementing NGOs strengthen more
effectively their skills development programmes at the ground level.
The green practices identified for skill development programmes can also help align
NGO-led vocational education with the larger picture of green skill building and
training for green jobs for a greener and more sustainable economy. The functional
and financial gaps revealed as a result of this study can offer possible areas of
meaningful partnerships with the skilling-based NGOs to the donor partners and other
process partners such as knowledge partners, job placement partners etc. in the form
of PSU, corporate, trust/foundation, industry groups and international multi-lateral
agencies.
Additionally this report identifies various approaches and tools in skills anticipation
and exercises based on similar approaches.

2.

Green jobs, green skills different shades

The Asia Pacific region is the fastest growing region in the world (UN, ESCAP
Report, 2012), and is widely regarded as being the economic engine of the world.
However, the enormity of the informal economy, and transitions from primary
(agriculture/mining) to secondary and tertiary (manufacturing and services) sectors, is
creating enormous and increasing pressure on generating employment and
opportunities to trade. This is not only within countries but also across countries.
While high domestic consumption is driving these economies, the global trade
arrangements, environmental mandates, human development policies and what has
been called a resource crunch are having a cascading effect on the performance of
industries and their competitiveness. Many firms are myopic, stressing short-term
profits rather than medium to long-term benefits.
Sectors such as construction, transport, energy and hospitality and tourism are
witnessing radical changes in the way business gets conducted due to regulation,
competition, and demands from consumers, and are highly sensitive to carbon
constraints arising from climate change and reducing non-renewable energy resources.

The labour market in India struggles to keep pace with the rapidly changing economic
environment, Indian industry also faces global competition, domestic pressures and
regulatory challenges. The economic squeeze is forcing industry to increase
productivity, cut employment and de-prioritize climate and sustainability concerns.
According to the ADB-HKIEd industry survey reported here, almost 88% of industry
respondents feel that government legislation, regulation and other requirements, have
affected their business. The industry also feels that not only government policies but
also consumer demand for green products and services is forcing them to change their
production and service delivery processes. Nearly 68% believe this to be the case.
Regulation in the form of the Integrated Energy Policy of 2006, and the Energy
Conservation Building Code (May 2007), affect the design of new, large commercial
buildings. In addition the mandatory requirements such as energy audits in large
energy-consuming units, employment of certified energy managers, conducting
environment impact assessments, developing environmental management plans and
annual online reporting on energy consumption and energy conservation data, though
progressive, adversely impact on the costs of production in the short-term. Such
pressures have led to a tiered economy where companies operating within a global
marketplace use international good practice approaches to achieve sustainable growth,
while other locally focused companies sometimes operate with little awareness of
sustainability issues. While the impact of these policies seems to be more pronounced
in traditional manufacturing, and in small and medium enterprises, the same policies
and many more are leading to a new wave of industries, jobs and skills reinforcing the
need for green growth.
Even though India is one of the lowest greenhouse gas emitters per capita in the world,
with emissions nearly one quarter of the global average, the government has
proactively put together a well-developed policy, legislative, regulatory framework,
and programme for the promotion of energy efficiency, renewable energy, nuclear
power, fuel switching, energy pricing reform, and is addressing green house gas
(GHG) emissions in the energy sector (Prime Minister's Council on Climate Change,
2012).
Greening does not imply a new sector and does not necessarily mean the creation of
new jobs as such, but it can suggest a restructuring of the employment market in ways
where some new employment opportunities would be created such as manufacturing
of solar panels, and pollution control devices. In addition, some jobs would be
substituted through change, for example, a shift from fossil fuels to renewables or
land-filling/waste incineration to recycling; and certain jobs would be eliminated such
as discontinuation and banning of plastic bag production and use. However many jobs
would be transformed and redefined such as those of plumbers, electricians, metal
workers, and construction workers, as day-to-day-skills sets, work methods, and
profiles are greened (UNEP, 2008)
Green jobs have implications across sectors and are not limited to the familiar
renewable energy and energy efficiency sectors. Different shades of green jobs are
manifested in infrastructure development and construction, power, transportation,
travel and tourism agriculture and forestry.

Definition of green jobs

Jobs that reduce the environmental impact of enterprises and economic sectors, ultimately to levels
which are sustainable are termed as green jobs. This comprises work in agriculture, industry,
services and administration that contributes to preserving or restoring the quality of the
environment while also meeting requirements of decent work adequate wages, safe conditions,
workers rights, social dialogue and social protection.
Source: ILO/UNEP/IOE/ITUC, 2008

Interestingly, the interviews and ADB-HKIEd survey of industry representatives

indicate that the term green job is not readily or widely understood. Instead the idea of
green skills was volunteered by some of interviewees and appears to be more readily
accepted and understood.
Overall, company representatives did not identify any specific changes in the
technical skills required of their workforce to work more sustainably. However there
was evidence that some jobs now need more hybrid skills than before. When asked
directly about new skills required by their workers to support the company to become
sustainable or to maintain sustainability targets, interviewees mainly identified nontechnical skills along with new technical knowledge.
Interestingly, the project also found that the interchangeable use of terms such as
sustainable development, green, eco, and environmental caused confusion. This was
the case with the term green jobs in the context where sustainable employers
considered all jobs to be green. Many of the identified skills were not new, but were
skills that already exist and whose availability needed to be increased or applied in
new situations.
Climate change policies and regulations are giving rise to the demand for skilled
professionals to be able to handle new industries, new jobs, and new skills to achieve
compliance with global and national standards and regulations. Almost 65% to 70%
of respondents to the ADB-HKIEd industry survey believe that new legislation has
led to a demand for new skills in their businesses. Nearly 55% believe it has led to job
role changes, nearly 48% feel that it has impacted on promoting change in processes,
and nearly 64% believe it has led to changes in people requirements, technology,
infrastructure, work environment and materials.
Across all industry sectors, employers emphasize generic green skills for all their
workers irrespective whether a job or an industry is green or not. An example cited
was that of a company visiting a solar panel manufacturing company in another
country, where there was no attempt to minimise the impact of pollution on the local
Way forward breaking the stereotypes and navigating the labyrinth

3.

Key findings
The ADB-HKIEd research study Education and Skills for Inclusive Growth and
Green Jobs attempts to explore important questions such as the most effective ways
in which governments, businesses, NGOs, private sector and members of civil society
can operate in a coordinated way, and pull in the same direction, when it comes to the
greening of the economy and green jobs. It also seeks to identify ways to get small
and medium enterprises to change their existing practices to attract and be involved in
the greening of their production and distribution processes. Are there carrots
(financial and other incentives) and sticks (regulation and economic instruments) to
get businesses to change their business behaviour? What are the best and most
effective ways to translate policies into practices, especially with regard to the
unorganised sector and informal employment, and how can TVET providers
throughout the country update their programmes to be more relevant to meeting
modern economic needs including developing green skills for green jobs?
In order to respond to these types of questions, the study took a unique approach to
capturing voices from industry, TVET institutions and important stakeholders within
the government and dovetailed these with the emerging problems, existing policies
and practices to explore answers to the above questions.
Regulation
Close to 50% of companies felt that being strongly regulated through government
interventions, energy sector (65%), transport (56%), hospitality (50%) and
construction (40%), was both a deterrent as well as an opportunity to instil
environmentally sustainable practices. While CSR is also a driver towards such
practices, there was not much enthusiasm evident in CSR in the ADB-HKIEd survey
(Figure 3.8
).
Figure 3.1

Percentage share of industry sectors who felt government

regulatory impact on business in the last one year

70
60
50
40

Construction

30

Transport/Logistics
Hospitality

20

Energy

10
0
Greatly

To Some
Extent

Can't say

Not Much

Not at all

Environmental impact on skills development

The impact of Government does not seem to translate into companies priorities
towards developing new skills. For example, the same respondents did not feel the
importance of developing or accessing new skills, against the government mandate of
8

conducting environmental impact assessments. One of the reasons for this may be that
they may outsource the same to third party agencies or let existing staff manage
compliance (Figure 3.9).

Figure 3.2

Percentage share of industry sectors developing new skills based

on need to undertake environmental impact assessments

90
80
70
60

Construction

50

Transport/Logistics

40
30

Hospitality

20

Energy

10
0
Greatly

To some extent

Can't Say

Not much

Not at all

Rising costs
As discussed earlier, rising costs and profits in the short-run overshadow the efforts
put in place towards sustainability. Almost all industry sectors have expressed a deep
concern over rising energy costs affecting their business profits and 75-80% of
respondents confirmed this in the survey. The high initial investment and the cost of
continuous maintenance of energy-efficient infrastructure usually act as a deterrent to
adopting green technologies and practices (Figure 3.3).
Figure 3.3

Percentage share of industry sectors facing rising energy and fuel

costs in the last year

100
90
80
70
60
50
40
30
20
10
0

Construction
Transport/Logistics
Hospitality
Energy

Greatly

To Some
Extent

Can't say

Not Much

Not at all

Interest in sustainability of the supply chain

The respondents were keener to demand the same in the value chain or supply chain
and gave high importance to suppliers following sustainable practices to meet
international standards. However, nearly 30-40% were neutral, suggesting less interest
9

in the practices of the suppliers as long as product or service standards are met (Figure
3.11).
Figure 3.4

Percentage share of industry sectors caring for suppliers using

energy efficient infrastructure in production

45
40
35
30
Construction

25

Transport/Logistics

20

Hospitality

15

Energy

10
5
0
Very Important

Important

Neutral

Not so important

Not important

New green jobs

As discussed earlier, the understanding with respect to green jobs is limited while the
industry is more able to relate to green skills in all jobs. Even though the energy and
construction sectors report requirement of new workers in green jobs, this
understanding is based more on the sector itself being considered as green, for
example, renewable, and railways. Moreover, there is a greater emphasis on the
requirements of hybrid skills (generic plus green) which top-up on existing skills sets
(Figure 3.12).
Figure 3.5

Percentage share of industry sectors employing new workers in

green jobs

80
70
60
50

Construction

40

Transport/Logistics

30

Hospitality

20

Energy

10
0
Yes

No

Can't Say

Engagement between industry and training providers (1)

The low levels of engagement between industry and TVET institutions continues to
be a deterrent in improving courses and developing industry relevant curricula (since
much of it gets dictated by government) leading to poor employability of graduates
from the TVET institutions (Figure 3.13).
10

Figure 3.6

Percentage share of employers giving feedback on graduate skills

to TVET institutes for course improvements

70
60
50

Construction

40

Transport/Logistics

30

Hospitality

20

Energy

10
0

Yes, frequently Yes, occasionally

Can't say

Not at all

Engagement between industry and training providers (2)

Only 18% of respondents on average provide course feedback to the TVET institutes
and less than 3% are a part of TVET providers accreditation mandate. Industries are
yet to provide a sound base for providing regular on-site industry experience to TVET
teachers/instructors. Only 26% on average involve keeping TVET institutes up to date
on current practices. The much required collaboration amongst various industry
partners on greening businesses also remains insufficient. Synergy with local
communities has also emerged as being quite weak in creating green community
models and expanding CSR initiatives into green capacity building, as made evident
through limited CSR activities in sustainability and climate change (Figure 3.7).
Engagement between industry and training providers (3)
Figure 3.7

Percentage share of employers on engagement methods with

TVET institutes

80
70
60
50
40

Construction

30

Transport/Logistics

20

Hospitality
Energy

10
0
Provide
Member or Chair Engaged in TVET Allow on-site
workplace for on- of accreditation
courses
visits for students
thejob training
panels
preparation

Provide TVET
Teachers with
industry
experience

11

Government policies on sustainability

In the ADB-HKIEd survey, (Figure 3.8) all TVET institutions (whether government
or private) show greater inclination towards economic and skill development policies
than environmental or green job policies. One of the reasons for this preference is that
not enough emphasis or awareness is developed yet with the TVET institutions. Their
focus largely remains centred around what are growing industry sectors, popular
trades and employment opportunities.
Figure 3.8

Average rating (1-5) on importance given to government policies

on sustainability

4
MHRD - Polytechnic

MoLE - ITI
NGO

NSDC Partner
Other Ministry/ State Govt. Institutes

1
Importance of
Economic
Development
Policies

Importance of
Environmental
Policies

Importance of
Skill
Development
Policies

Importance of
Green Jobs
Policies

Understanding and awareness

Research and related literature also indicates that understanding and awareness
concerning the issues of environment and green jobs is critical to the development of
green skills. The Cedefop (2010) and the Pro Enviro (2008) reports give considerable
importance to strategies in awareness building and communication. The HM
Government (2011) report, Skills for a Green Economy, reports that in order to
develop green skills, distinctive green economy awareness and understanding is
required. Awareness raising is listed as a green management skill and a policy and
planning skill in the UK Pro Enviro 2008, highlighting the holistic value of awareness
raising.
Targeted awareness building can occur through targeted channels. For example, in the
ADB-HKIEd survey, (Figure 3.9) 70% of government (MHRD) TVET institutions
follow governments directions and advice, while private providers largely rely on
institutional research. Communication strategies to TVET institutions about greening
the economy therefore have to be through these channels and intelligently embedded
in government orders and published research.

12

Figure 3.9

Percentage share of TVET providers using inclusive data sources

to design skill development programme approach

80

MHRD - Polytechnic

70
MoLE - ITI

60
50

NGO

40
30

NSDC Partner

20
10

Other Ministry/ State Govt.

Institutes

0
Other:

Links with other TVET institutions

Job announcements analysis

Skills observatories/skills councils

Labour market analysis

Government directions/advice

Published statistical data

Institutional research (including

feedback surveys)

Green content in TVET programmes

Green topics are largely excluded from the skill development curriculum. Only 50%
of TVET providers have shades of green content in their general curriculum. However,
almost 80% of ITI respondents in the ADB-HKIEd survey (Figure 3.10) mentioned
that green content is included in the general subjects. It would be interesting to
investigate separately the type of green content available in those subjects and
whether it matches with international benchmarks. Close to 60% of non-government
institutes in the survey accepted missing green content partnerships in their
development programmes, even though green content knowledge banks like AEEE
are available.
Figure 3.10

Percentage share of TVET institutes in green content inclusion

methodology

90
80
70
60
50
40
30
20
10
0

Polytechnic
ITI
NGO
NSDC Partner
State Colleges
In this institution, Green
content is mainly learnt in
general Subjects

Green content is mainly learnt

In this institution, Green
through industry exposure visits
content is mainly learnt in
during the courses of the
specialised Technical Subjects
institution

13

Accreditation and certification (1)

In addition to the course/ curriculum, the certification and standards for green skills is
also complicated. Large numbers of non-government and private institutes seem to
have created their own internal certification criteria which may not be necessarily
recognized by authorized bodies such as AICTE/UGC/NCVT/NBA. Less than 20% of
non-government institute respondents provide recognized certification to their
students as per the ADB-HKIEd survey (Figure 3.11).
Figure 3.11

Percentage share of TVET institutes providing recognised TVET

certification to vocational students

100
90
80
70
60
50
40
30
20
10
0

MHRD - Polytechnic
MoLE - ITI
NGO
NSDC Partner
Other Ministry/ State Govt. Institutes

Accreditation and certification (2)

A lack of accreditation and certification on green standards was reported in the survey,
however some of the respondents (more in Government than in the private sector)
suggested that they have developed green skills standards and certification which
appears counter-intuitive as there is hardly any national level TVET policy which
guides green standards and certification (Figure 3.12). More investigation may be
needed to understand the basis of such reporting from government institutions. There
is also a possibility that the question in the survey was not understood fully and they
may have used the understanding of the environment components of the courses to
say that they have green standards and certification.

14

Figure 3.12

Percentage share of responses on building green skill standards

and assessment criteria

90
80
70
60
50
40
30
20
10
0

Polytechnic
ITI
NGO
NSDC Partner
Additional skills and
Comprehensive green
competencies have been
skills standards have been
added into existing courses to developed in my institution
meet green skills requirements

A comprehensive certification
system for green
standards has been developed
in my institution

State Colleges

Teacher and trainer skills

The argument for the non-existence of standards gets further strengthened when the
capacity of these institutions are assessed. Nearly all institutions in the survey (Figure
3.13) indicated that their teachers are not trained enough to provide green skills
training to students, this being marginally more in private institutions than in
government institutions.
Figure 3.13

Teacher training for green skills

If there were well-defined standards and certification systems for green skills, it
would automatically create the need and demand for green skills in teachers and
faculty, which does not currently seem to be the case.

15

4.

The way forward

While individuals or groups of people may have an understanding about the
importance of green economy, green jobs and green skills, the institutions do not
appear to have such understandings. Institutions are mostly governed by mandates and
prescribed norms and although they do change over a period of time, the rate of
change is much slower.
NGO quote on teaching capacity
The most important challenge is having the right faculty and their training. The need is huge and
we must create a battery of especially skilled teachers who can take up this massive challenge of
providing skill training to Indian masses.
(Source: An NGO skill provider response)

The economic categorization between primary sector (agriculture), secondary

(manufacturing) and tertiary sectors (services) are quite sharp from the point of view
of green practices. While the agriculture sector has connotations of green when it
comes to sustainable practices such as water conservation, use of fertilizers and
cropping patterns, the services sector is centred more around conserving energy. The
industry sector receives the maximum attention when it comes to sustainable
processes such as pollution control, recycling, waste management, procurement, and
energy audits. While the demands for green skills in traditional industry mostly arise
out of compliance with regulations, demands in the new industries such as renewable
energy production arise out of the resource crunch and global sustainability
arrangements. Therefore even with the industry sector, there are different shades of
green which need to considered, when developing strategies.
Short-term goals often overshadow long-term outcomes. This is not only the case in
industry but for governments as well. While industry attempts to maximize profits,
governments try to achieve short-term political agendas. Whilst climate change and
sustainability concerns get reflected in vision documents, the subject gets deprioritized in the short-run. Incentives need to play a big-role in such situations.
Skilled labour saves money is an important value even in short-run economic
squeeze situations. While large corporation realize this, the concept is not widely
known and accepted in small, medium and informal markets. This is primarily
because the large corporations have the band-width for higher pay and an ability to
overcome capacity constraints through internal training while smaller operators
undervalue a skilled workforce as they have prioritize covering basic costs.
The TVET landscape in India needs to be understood by decoupling government and
private institutions. While the government institutions function to perform a social
obligation, private institutions exist to earn a profit, hence need to respond to market
gaps and industry requirements. Any change in TVET either has to be triggered
through government orders and decrees for government institutions and industry
requirements in the case of private institutions. Even though there is often a high
degree of enthusiasm in the government TVET system towards discussing emerging
issues that need should not be confused with sensitivity towards those issues. As
discussed earlier, at an individual level there may be agreement with changing norms
16

but at an institutional level there are limited mechanisms in place to encourage or

bring about that change.
The reality of the labyrinth is such that there are no easy ways out. One of the
strongest messages emerging from this study is that there is a need to bridge
stereotypes, such as those around government and industry linkages. Strict regulations
do not necessarily result in compliance. Similarly, a wider perspective of green skills
is needed than just green jobs. Within green skills, a differentiation between higher
order green technical skills and lower order generic green skills is very important. It
must be remembered that jobs are no longer linear in nature but are modular.
Action Point 1: Developing an information ecosystem around green jobs and green
skills

organize and study impact assessments on climate change by different industries;

translate environmental standards/legislation by government into operational and

measurable goals by industries;

existing job roles have to be enriched with green responsibilities, including review of
work systems and subsequent updating on green parameters including recycling,
re-using and reducing carbon intake; and

help industries to identify new green business lines and push innovative green
products and solutions

In order to move forward the agenda for green growth and green skills, detailed
investigations and feasibility assessments are required at functional levels in different
industry sectors, and with regard to curriculum and content level in TVET institutions
and programme and practice level in government departments of different ministries.
For example, an understanding of green content by some is understood as soft skills
related to hygiene and work ethics; for some it is the introduction of a new curriculum
such as solar panel installation; for others, it has a broader interpretation that includes
a loss of bio-diversity, water security; and social aspects such as better employment
opportunities and decent work. Similarly, a functional level analysis in the solar sector
reveals skills gaps in installing BIPV in buildings, handling concentrated solar
collectors, module assembly, and grid integration of solar power projects.
Role of Government bodies (indicative)

providing green regulatory framework and enabling environment for green skill
development and policies for a green economy;

devising financial mechanisms, reward and promotional framework to catalyze green

skill building through voluntary mechanisms;

capacity building on green jobs/skills of TVET institutions (Government +

private/NGOs);

setting up of monitoring, evaluation and information dissemination mechanism to

support green skill training initiatives; and

setting up of green qualification framework and quality assurance mechanism.

17

The next big steps from government, the private sector and NGOs, supported by
multilaterals and international experience, would need to be in the form of making the
TVET system more responsive to emerging needs. These could be in the form of
autonomy, leadership development, revisiting apprenticeship system and allowing
proactive engagement of employers in training programmes offered both by
government and private TVET institutions. For example, in Vietnam and Indonesia,
just 30% flexibility in changing the curriculum provides the institutions with enough
space to adjust courses and programmes to meet industry needs. The capacity of
leadership in TVET institutions needs to be developed to be creative and resourceful
to network and forge partnerships is crucial to foster newer arrangements between
TVET institutions collectively with the industry and private sector.
Action point 2: building green skills through TVET institutions

the implementation of climate change commitments is leading to new skill

requirements. Some areas require altogether new skills, a large number of existing
occupations require additional skills and competencies to move toward a low-carbon
world;

develop new training curricula and launch green entrepreneurship promotion

campaigns; and

plan for comprehensive green skill standards and certification systems with the
participation of skill development.

India needs a structured awareness and communications programme not only on green
jobs or green skills but a programme which also builds capacity on ways to dovetail
emerging climate change issues with changing business processes or industry
demands and TVET education. Effective communication has to reach out to all
stakeholders including consumers, elected representatives from the village to national
levels and to both blue collar and white collar professionals. Online, off-line,
traditional media, new media, all have to be used in the awareness building strategy.
Action Point 3: Promoting the Green Jobs & Skills agenda through Sector Skill
Councils (SSCs)

SSCs must be encouraged to initiate pilots and look at the qualitative forecastingtype information that they could get from members without moving directly to a
real-time data system;

active involvement by employers in particular is essential for ensuring that all labour
market participants (including trade unions) understand the changing nature of jobs;

SSCs to undertake activities in green skills forecasting, standards and accreditation,

programmes, testing and green skills evaluation; and

information on TVET institutions, green courses and training should be

amalgamated in the LMIS to assist the employers and the job
seekers/students/employees etc.

18

Role of industry/ industry associations

identifying green competencies and setting up competency standards through

participation in sector skill councils;

participating in skill demand analysis and green curriculum development for TVET
institutions, training of trainers, monitoring and evaluation;

promoting skill up-gradation and lifelong learning among local community members
by engaging with NGOs and running special green skill development institutes for
skill development of workers;

participating in examination and certification for NGO programmes and training

programmes of TVET institutions including green affiliation and accreditation;

sharing of work place experience, machinery and equipment and facilitating

employment of disadvantaged students trained in green skills through NGO skilling
initiatives;

supporting sustainable skill development initiatives through physical, financial and

human resources both public and private/NGO working for disadvantaged groups in
remote areas; and

raising awareness about the benefit of training, skill development plans and activities
among the local community at various industry locations.

National consensus is required towards rationalization of initiatives and efforts. An

SSC alone cannot achieve its objectives unless there is agreement between all industry
partners and TVET institutions (government and private). Quality assurance could
never be achieved with more than one agency setting standards on the same subjects.
Coordinated implementation cannot happen unless geographical and sectoral
jurisdiction is articulated. Only the national government, with mutual agreement
between apex departments and political allies, can initiate such an exercise.

19

Action agenda for TVET institutions (Government and private/NGOs)

raising awareness about skill development plans and activities among the public with
special thrust on disadvantaged groups like women, differently-abled, minorities and
SC/ST;

facilitating better employability status of students from disadvantaged areas and

groups;

ensuring programme designs are targeted differently to different womens social

groups, different social classes and urban and rural women; increasing enrolment and
retention in TVET institutions, by innovative techniques such as requests through
elected representatives, incentive schemes etc.;

assisting in development of green competency standards among other occupational

standards closely aligning them with field realities;

assisting in green course design, examination and certification;

promoting lifelong learning among the public;

promoting dignity of labour among the public and breaking biases e.g. aiding
migration for better jobs and quality of life; and

women are generally good trainers. Emphasis needs to be given to encourage women
trainers to mobilize and sensitize local communities in energy conservation, better use
of resources and also promote employment to other women.

India has been proactively pursuing the environmental concerns and global
declarations around climate change and putting mechanisms to ensure that growth
does not occur at the cost of environmental degradation.
The labour market across industry sectors also is demanding jobs that are more
environmentally sustainable and decent as there is growing evidence that skills
shortages may be impeding the transition to green growth in sectors such as energyefficient construction and retrofitting, renewable energy, energy efficiency, and
environmental services. In China and India, rural electrification programmes are
suffering because of a lack of skilled workers. Reasons for these shortages include a
scarcity of scientists and engineers, the poor reputation and limited attractiveness of
certain sectors such as waste management, and a limited number of teachers and
trainers in environmental services.
The challenges are compounded especially in a labour market that has more than 90%
of the labour force in the informal sector and very low levels of education. Today,
India has just a 2% trained workforce as compared to Germany (75%), UK (68%),
and South Korea (96%). There are approximately 15 million new entrants into the
workforce in India every year; however the net enrolment in vocational education is
only 3.5 million per year, as compared to 11 million in China and 11.3 million in
USA.
Also, skill development and training are currently isolated from changes in the global
economic and climate change scenario. Skill development sadly takes a linear
approach of learning where some generic content is followed by specific components
and later some advanced content. What is required is a non-linear approach because
jobs today are not categorized around levels of complexity, but are getting more and
20

more modular in nature. Multidimensional skills are needed that include

understanding of raw-materials or resources, ability to transform them into final
products, ensure sensitivity towards the environment during the whole process.
Fortunately, there is no lack of knowledge around the subject. Knowledge from other
countries, partnerships with international agencies are actively available to bring in
new perspectives, new models, flexible funding, high quality research, best and
innovative practices and the potential to develop individual and institutional capacities
to deliver large scale programmes.
The policy makers and practitioners in skill education and training therefore have
increasing challenges to implement norms and standards, through appropriate
regulations and legislations, to incubate innovative initiatives, create a favourable
policy environment and incentives, and mobilize viability gap funding and subsidies
to access geographically remote and marginalized communities.

5.

Recommendations for greening of TVET programmes

Two models of moving forward with green skills development are proposed. They
take into account the fact that the inefficient government bureaucracy is placed third
among the most problematic factors for doing business in India 48; that curriculum
development in formal TVET is very centralized and coordinated by the AICTE (for
NITs and polytechnics) and the Directorate General of Employment and Training (for
ITIs and other VTPs) at the national level and by the Boards of Technical Education
and Directorates of Technical Education at the state level.
Model 1. A decentralized private model led by PPP/private training providers
and industry (with government funding and policy direction).
Certain risks associated with this model include: incomplete coverage, variable
quality, and a variety of interpretations about green skills. This model does not totally
depend on public funding and can adjust rapidly to economic changes to reflect skills
demand Best practice can be identified through a trial and error approach and then
disseminated.
Such institutions as the following could be involved:
Training provided through institutions associated with the National Skills
Development Corporation (e.g., Centum WorkSkills India; BASIX Academy for
Building Lifelong Employability; Empower; IL&FS Skills Development Corporation)
The NSDC was established by the government of India as part of the National Skill
Development Mission (NSDM) to carry out the skilling of 150 million Indian people
by 2022. This is a PPP initiative of the Indian government that is aimed at the
development of low skills (at entry level) with a target of 75% of employment
following the completion of training courses. The content of training is closely guided
by industry demands, and is usually based on very targeted labour market research,
48

World Economic Forum (2012).The Global Competitiveness Report 2012 2013. Geneva,
Switzerland: World Economic Forum. Accessed from http://reports.weforum.org/globalcompetitiveness-report-2012-2013/

21

aimed at forecasting skills demands. The research is conducted prior to the

development of courses. Currently a majority of courses include a module on soft
skills that addresses hygiene and work ethics. Many of the training provider
representatives stated they could include a short module on general awareness of
green issues but that they need to increase their own capacity in this area in terms of
understanding the issues and developing the ability to explain them in a
straightforward manner. Some have already started training for green skills (e.g.
BASIX Academy for Building Lifelong Employability has designed modules to
address green skills through different courses).
Don Bosco network
This is a significant network of private TVET providers in India that includes around
82 training institutes (BDTIs), 26 short-term training centres (DBSTs) and 37 network
partners. The government recognises them and consults with them on issues related to
skills development. A similar approach could be used within this network. Capacity
development of principals and management staff (it is important to include master
trainers) is required, as well as a general unit on greening issues to increase students
awareness. Specific content could be included in the programs if there is a demand
from industry. For example, training for the printing industry already includes waste
management and recycling. Around two hours per week are dedicated to soft skills
development that could be also used for green-related activities to develop students
knowledge and attitudes.
National Small Industries Corporation (NSIC)
Incubation training is aimed at developing entrepreneurship and manufacturing skills,
as well as helping students purchase of manufacturing equipment (through bank
loans). There are almost no green technologies that students can choose for their
projects however, they can be included in these centres. Incubation training provides a
three-month training program. Currently NSIC has a network of incubation centres
based on PPP in India. Each program includes soft skills, such as quality standards,
hygiene, impact on environment, and consumer requirements.
Model 2. A formal public model led by the government through explicit green
skills programs
This approach formulates clear policy objectives and provides targeted funds aimed at
green skills implementation. Risks associated with this model include: time required
to develop and implement change and as it is driven by bureaucracy, it might neglect
elements of industry requirements. This model requires a long-term strategy for
planning and implementation, however, some small steps could be undertaken within
the existing system relatively quickly (and they are identified below). Hardly any
institution, under the MHRD or ML&E, are greening their courses. There is enormous
scope to design curriculum for green industry sectors and to green current syllabi to
anticipate the greening of all sectors. The National Missions have been gradually
creating opportunities for employment in green jobs including solar technologies, as
well as formulating demands for skills. ITI and polytechnics provide a variety of short
courses that could use green MES modules (the number of green MES modules
should be increased) to provide targeted training.

22

Indian Training Institutes (ITIs)

These are public institutions with a prescribed, non-flexible curriculum. For some
qualifications (e.g., electrician) curriculum updates occurred in 1997. However, these
institutions have the opportunity to add between two and four hours per week to the
prescribed syllabus with which to address issues that are considered important by
industry or by the institution. This limited flexibility could still be related to greening.
There is a need for the capacity building of teachers and management staff and the
provision of examples of activities related to greening of economies. Adapt an ITI
government initiative works well when industry is committed, and in some cases this
commitment could influence the greening of curriculum. ITIs also have the ability to
propose the introduction of new courses to the Directorates of Technical Education at
the state level.
Polytechnics
One subject on environmental science and energy that deals with air and water
pollution and solid waste management could be included in all training at
polytechnics. Heads of the branches need to be trained. One hour of value-based,
student-centred activities (as stated in the program) could be utilised more effectively
for the raising of environmental awareness.
SDIS
The Skill Development Initiative Scheme based on Modular Employable Skills is the
minimum skills set required to gain employment. These are demand driven short-term
courses. Modules in sustainable agriculture and forestry, renewable energy, energy
efficiency, and water management could be introduced in addition to some existing
green modules.
Considering that India is at the factor-driven stage of economic growth, its
competitiveness derives from low-cost production and manufacturing related to the
production of low-value-added goods and services. Therefore, the introduction of
green skills at the low- and middle-skills levels is extremely important to support the
countrys economic development. Policy and regulation could play a major role in
green restructuring, as well as influencing industries and TVET development.
In the presence of an inefficient government bureaucracy, strategies for introducing
greening in TVET could be approached from both the government and private
provider/industry perspectives. Private and PPP training is more flexible in
responding to economic needs. In the areas where industry green restructuring is
under way, these VTPs would be able to deliver the required training, as they have
considerable flexibility in curriculum development. Capacity building is required for
management and trainers.
At the same time the procedures required for curriculum renewal for polytechnics and
ITIs could commence. It is desirable to develop curriculum and approaches that are
more flexible (e.g., allow each institution to change 20-30% of its curriculum).
Working with the Central Staff Training and Research Institute at Kolkata would
facilitate curriculum development for VTPs under the Directorate General of
Employment and Training, as well as in-service training for staff.
23

Therefore two different models of green skills delivery are proposed that will develop
linkages and introduce green skills at the low and middle levels. Bearing in mind the
possible drawbacks of both models, it is suggested that the two models be
implemented together to facilitate change. There is a need for mainstream support for
green skills development, considering that the development of high-level specific
green skills requires the longest lead-in time. In the final analysis, there is a need to
take urgent measures to ensure that green growth is not restrained.
Across the models
A number of issues identified during this study should be addressed across the two
models.
Institutional structure
A similar three-tier institutional structure can be utilised across the two models.
Specific responsibilities, in terms of green skills identification and implementation,
should be clarified for each level across government agencies, vocational sector
councils and individual TVET providers.
Teacher/instructor training
TVET staff serve critical roles in developing students sensitivity towards the
sustainable development and greening of work practices. Many research studies have
established the links between teachers understandings and learners concepts,
interpretations and attitudes. Therefore, the inclusion of green modules in initial and
in-service training programs is essential for preparing staff for different TVET
providers.
Use of building blocks for developing new approaches toward greening TVET
There is a need to ensure a coherent approach towards greening TVET institutions. A
number of building blocks should be used to achieve this. Figure 26 illustrates the
areas that should be addressed within this process. Many reports and studies (e.g.
UNESCO, 2006, UNESCO, 2010a, UNECE, 2009) paid attention to pedagogical
approaches required for education that is relevant to sustainable development. At the
country level, national guidelines for ESD specify the types of teaching approaches to
promote awareness and the inclusion of ESD principles in learning (e.g., Malaysia in
UNESCO, 2011).

24

Figure 5.1

Building blocks for greening TVET

Attitude change
Teaching and learning

Content
Generic green
skills (soft skills and
processes)

Specific green
skills+ links
with industry

Green
campus
Pedagogy

Learner-oriented+
links with
community

Source: The author.

High skills - Scientific fields that can influence innovation in green technologies the
most should be strategically developed
At the level of high skills, both models will work as green technology development
accelerates. The OECD study (2011) demonstrated that between 1999 and 2008 the
number of patented inventions in green technologies increased more rapidly than total
patents (e.g., patents in renewable energy increased by 24%, electric and hybrid
vehicles by 20%, energy efficiency in building and lightning by 11%. During the
same period, total patents increased by 6%). Therefore, the development of high-level
skills in India will strengthen green innovation. The government needs to develop
strategies to support scientific fields that can influence innovation in green
technologies. The OECD study (2010) found that chemistry (14.2%) 49 , material
science (17.4%), engineering (10.6%), and physics (10.5%) were even more
important than research on energy (4.9%) and environment (7.5%) (as measured by
patenting). These areas for high skills development should be taken into account when
governments provide their support toward green innovation.
Summary of recommendations
There is a strong policy commitment towards green growth in India, visible through
green missions, however, the implications of these missions within a skills
development context have not been coherently addressed. Demand for green skills is
mainly influenced by government regulations and incentive schemes. HRD and L&E
providers are not active in anticipating skills demand and are discouraged by the
centrally governed TVET system.
This study makes three recommendations that need to inform a set of actions to
achieve the successful greening of TVET.

4949

All patents constitute 100%.

25

Recommendation I. To bridge the gap between TVET outcomes and jobs

requirements, so when greening of economy speeds up, TVET will be ready to
respond through well-established mechanisms.
Systematic reform
In countries where the TVET system was responsive to the changing needs of the
labour market, changing skill needs in existing occupations led to the creation of
initial or continuous training responses, however, this mechanism does not exist in
India. In the long run, changes in training systems towards greening need to be
channelled through existing system-based, established mechanisms. The Indian
system does not have a strong tradition of updating TVET curricula in response to
labour market demands, so currently there are no established pathways to include
green skills in the education and training programs of the two major players, MHRD
and ML&E. There is a need to define appropriate measures to formulate a skills
response by improving the effectiveness of overall training and its links with industry.
The government plays an important role in TVET developments in India. Current
developments are going through an expanding traditional TVET system, and they are
also establishing new structures such as NSDC. The majority of providers follow
government initiatives, however, VTP under NSDC can also set their own agendas if
there is a demand for new skills. They have better opportunities to respond to the
green skills agenda, although these opportunities are mainly at the low-skills level.
The government needs to continue its direct involvement in training provision to
increase its internal quality as well as its external relevance. It should continue to
provide incentives for private providers to deliver high-quality training programs.
Autonomy of TVET institutions
TVET providers should have more autonomy, including flexibility in curriculum
development (as examples from Vietnam and Indonesia show, 30% flexibility in
curriculum development provides enough space to adjust courses and programs
quickly to meet industry needs), and flexibility in the use funds gained through
weekend short courses.
Empowerment of TVET principals
The attitudes of TVET providers principals are crucial for the development of
institutions. Currently government TVET providers feel powerless to introduce
change. Many principals believe that they only implement the programs developed by
the central authorities, so they are not expected to be proactive. They also believe it is
not their role to anticipate skill demands.
Curriculum development
Graduates of TVET programs need two sets of skills: occupation-specific and generic,
soft skills. At the entry level to the labour market, a set of very practical occupational
skills make students immediately employable and a set of generic, soft skills help
graduates to learn new skills and provide flexibility in moving between occupations
and organisations. Development of TVET curriculum should recognise that:
26

low/entry level training should be based on skills profile; at the middle and
high levels training should relate to industry occupational standards; and

soft skills should be included at all levels, but they will be different at different
levels.

A number of measures to monitor the quality of vocational programs are also required:
qualifications frameworks (together with other measures to unify TVET system and
improve transitions); assessment of TVET qualifications to ensure consistency in
standards (the mix of skills and the level of skills). The newly established Sector Skill
Councils will play an important role in curriculum development.
Workplace learning
Workplace learning is comprised of a diverse set of practices, ranging from brief
periods allowing the learner to observe a workplace during visits to structured
internships and long-term apprenticeships leading to qualifications. Workplace
learning, as a component of training programs, is important for the development of
skills for operating modern equipment and soft skills through communication,
negotiations, and teamwork. However, quality control of workplace learning is
essential to ensure that students are not used as cheap labour or that they utilise only
very narrow, firm-specific skills.
Despite all the advantages of workplace training, training needs to take place at other
training locations, for a number of reasons:

vocational theory is often learned more effectively away from the workplace;

some practical skills can be more effectively learnt off the job;
o when equipment is expensive or dangerous, simulated work environments
may be more cost-effective;
o off-the-job training can operate at a slower pace and provide students with
time to develop skills;
o economies of scale may mean that it is best to teach some basic practical
skills collectively in training workshops;

local employers may not always be able to provide all the required training,
so off-the-job training can fill potential gaps in the skills provided (OECD,
2010, p.112).

Engagement and empowerment of employers

Adequate incentives for employers to offer training are required. To improve the
quality of TVET, key stakeholders need to be engaged, and in particular employers,
so they can explain the skills required and negotiate the provision of these skills. The
content of vocational programs needs to meet the requirements of employers, students
and the wider economy. Currently TVET does not use industry occupational standards
for course development (although they might consult with industry and sometimes
receive feedback from industry). There is a need to train workplace instructors in
pedagogy.
27

Recommendation II. In anticipating economy greening and in meeting social demand

for addressing environmental and social issues, TVET need to be proactive in
awareness raising and developing generic green skills within two categories (soft
skills and common processes).
Developing approaches towards the introduction of green skills in TVET now will
reduce any time lag when a stronger demand from industry occurs.
Green skills
Green growth depends on greening all jobs. In developing approaches towards the
inclusion of green skills in the TVET curriculum, several issues should be addressed:

inclusion of two sets of generic green skills. The first includesenriched

generic soft skills that are required for green development (e.g. environmental
awareness and communication skills).The second are process-based generic
green skills (e.g. monitoring and managing waste, energy, water, material use,
and impact minimisation and assessment);

greening of study programs should include both generic modules (to

understand the principles and main ideas) and specific, occupation-related
courses that are aimed towards technical skills development in particular areas;

development of teaching materials for generic modules could be based on

existing materials produced by some research institutes (e.g. the Centre for
Science and Environment);

two learning models can be considered: the diffusion model that suggests the
inclusion of issues relevant to greening from the perspectives of different
green industries into a study process to enhance the inter-disciplinearity of
learning, and the infusion model that provides training in greening processes
specific to the occupation;

adjust green skills development strategies towards different levels of skills

development. Country observations demonstrate that changes in existing
occupations need to happen at all skill levels. The main challenge for India is
to introduce green skills at the middle-skills level, as currently there are no
mechanisms in place to achieve that; and

a forward-looking approach is required as it takes time to develop skills

(particularly at the higher levels).

These skills, learned through the context of green growth, will help to operationalize
the ideals of sustainable development.
Databases and measuring of green skills
There is a need to develop a uniform statistical definition of green jobs to enable the
measuring of skills required for them. An effective Labour Market Information
system (that is currently under development with the assistance of the World Bank) is
28

an essential component for increasing the effectiveness of skills development

planning, however, additional means for detecting new needs associated with the
implementation of Green Missions and the transition to a low-carbon, greener
economy should be developed. Currently, ad hoc studies conducted by NSDC and
individual institutions, that are one-off initiatives, provide limited information
relevant to a particular province or community. Information provided at the sectorspecific level is required.
It is important to acknowledge that it is not easy to measure skills. They can be
assessed through observations of their application. As a consequence, the
development of green skills descriptors in a systematic manner across industries and
occupations is an extremely time consuming process. Therefore, in this study,
descriptions of green skills rely on proxies such as occupations, levels and types.
Mechanism for green skills introduction
Two models government led and private providers/industry led:

Two models proposed in this paper can be used to mainstream green skills in TVET.
One can deliver immediate results; the other proposes a long-term approach.
Use existing initiatives to introduce green skills:

The National Rural Employment Guarantee Program (started in 2006) could be used
to provide green training.
MES could increase a number of green modules (some modules are already there:
Agriculture (e.g., bio-fertiliser); and renewable energy (e.g., basics of solar electricity,
solar hot water tank technician, solar cooker and solar lighting system, small power
generator by using water). All MES modules are available on the website
www.dget.gov.in/mes
Support of VTPs initiatives:

Develop supportive mechanisms to stimulate VTPs in greening their institutions via

their own initiatives (including curriculum, campus and pedagogy, see Figure 3).
Support initiatives by some IITs and TERI to focus on green skills at the high level
that could lead to innovation.
Support consortia:

Government should fund consortia of existing practitioners to assist with the

implementation of green skills best practice. International experience shows that
consortia are usually comprised of employers and industry organisations, training
providers and regulatory organisations. Funding is allocated to those consortia that
demonstrate best practice in sustainability skills. These practices would then be
implemented in sector-specific training.
Awareness and capacity raising among TVET stakeholders
There is a need to increase general awareness related to greening. Change agents, at
all levels, are required: people across society at all levels of skills should be involved
29

in the communication/education processes relevant to green growth and green skills

development. All participants of this study acknowledge the need for continued
professional development of TVET staff. Considering that every job can become
greener, environmental aspects have to be included in all training, not just training for
newly emerging occupations. Training at the ministerial level, as well as at the level
of states/ provinces, is required for stakeholders who are involved in skills
development policy formulation and implementation strategies.
Development of on-line training modules for teachers professional development, and
for understanding of the generic green modules, should be prioritised. Completion of
these modules should be requested from each existing TVET staff. Examples specific
to different sectors should be included.
Recommendation III. Support measures for greening the economy through the
development of green industries and developing green practices in all industries (to
formulate the demand).
Identification of measures for greening the economy was not a focus of this study,
however, it is important to make a number of observations in relation to
entrepreneurship. Accelerating entrepreneurship is crucial for large-scale employment
generation. According to GoI (2012) large Indian businesses (both public and private)
have not generated significant employment in the past few decades and are unlikely to
do so in the near future, due to increasing automation, digitisation, and productivity
gains. Alongside the measures taken by the government through the eight Missions,
entrepreneurship-led economic growth has the potential to significantly contribute to
issues relevant to clean energy, waste management, and green agriculture. However,
to stimulate entrepreneurial growth conditions, such as a catalytic government and
regulatory environment, adequate capital flows (both debt and equity), support from
businesses and society, as well as the availability of appropriate talent and mentoring
(GoI, 2012) are required. Government can consider supporting small- and mediumsized enterprises to participate in knowledge networks and skills development that
will lead to innovation or to adaptation of green innovation. Support could be targeted
at those SMEs that are least likely to be able to afford investment in skills
development.
As MSMEs are a major source of employment in India, any initiatives are challenged
by the scale of intervention, in addition to the quality and relevance of training.
Greening of training provision for low- and medium-skilled occupations are more
likely to take place on the job (occupational change is, and will be, related to the
introduction of new technologies and environmental protection policies) and will have
a very practical focus (compared to high-skills level delivered through higher
education). For the informal economy, jobs should become greener to facilitate the
development of green skills.

30

References
ADB, 2011. Asia 2050: Realizing the Asian Century 2011. Manila: ADB.
CEDEFOP (2012).Green skills an environmental awareness in vocational education
and training. Research paper #24. Publication Office of the European Union:
Luxemburg.
GoI (2012). Creating a Vibrant Entrepreneurial Ecosystem in India. Report of The
Committee on Angel Investment & Early Stage Venture Capital (June 2012). GoI
Planning Commission: New Delhi.
HM Government, 2011. Skills for a green economy. A report on the evidence. A joint
HM Government report with contributions from the Department for Business,
Innovation and Skills, the Department of Energy and Climate Change, and the
Department for Environment, Food and Rural Affairs. Available at:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/32373/
11-1315-skills-for-a-green-economy.pdf
Martinez-Fernandez, C. and M. Powell (2010), "Employment and Skills Strategies in
Southeast Asia: Setting the Scene", OECD Local Economic and Employment
Development (LEED) Working Papers, No. 2010/01, OECD Publishing.
OECD (2011). Towards Green Growth, OECD Publishing: Paris.
OECD (2010). Measuring Innovation A New Perspective. OECD Publishing: Paris
Prime Minister's Council on Climate Change, 2012. National Action Plan on Climate
Change.
[Online]
Available at: http://pmindia.gov.in/climate_change_english.pdf [Accessed 2013].
Pro Enviro, 2008. Skills for a low-carbon and resource efficient economy (LCREE). A
review of the evidence. Report for Department of Environment, Food and Rural
Affairs,
UK
http://archive.defra.gov.uk/environment/business/scp/documents/LCREE-finalreport.pdf.
UN Economic and Social Survey of Asia and the Pacific (ESCAP), 2012. Pursuing
Shared Prosperity in an era of turbulence and high commodity prices. UN: UN
publication.
Available
at:
http://www.unescap.org/pdd/
publications/survey2012/download/Survey_2012.pdf
UNECE (2009). Learning from each other: The UNECE Strategy for Education for
Sustainable Development. Geneva: UNECE.
UNEP, 2008. Green Jobs: Towards decent work in a sustainable, low-carbon world,
UNESCO (2012). EFA Global Monitoring Report 2012. Youth and Skills: Putting
education to work. UNESCO: Paris.
UNESCO (2011). Education for Sustainable Development, Country Guidelines for
Changing the Climate of Teacher Education to Address Sustainability: Putting
0

transformative education into practice Brunei Darussalam, Indonesia, Malaysia,

Philippines and Timor-Leste. Jakarta: UNESCO.
UNESCO (2010a). ESD Lens: A policy and practice review tool. Paris: UNESCO
Education sector
UNESCO. (2006). Framework for the DESD international implementation scheme.
Paris: UNESCO Education Sector. Retrieved October 7, 2009, from
http://unesdoc.unesco.org/images/0014/001486/148650E.pdf