Recognizing Green Skills Through Non-formal Learning

A Comparative Study in Asia
1. Auflage 2022
ISBN: 978-981-19-2074-5
Verlag: Springer Nature Singapore

Buch, Englisch, Band 5, 286 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 458 g

Reihe: Education for Sustainability

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.

Zielgruppe

Research

Autoren/Hrsg.

Singh, Madhu

Pavlova, Margarita

Fachgebiete

• Sozialwissenschaften Pädagogik Berufliche Bildung Berufs- und Studienberatung, Karriereplanung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

I. Debate on the need for green skills inclusion in the RVA framework.-

1. Green Skills: An Insight into the Need for Environmentally Friendly Practices.-

2. Dissecting the Playing Field: Existing Practices and Issues in the Recognition, Validation and Accreditation (RVA) Mechanisms.-

II.Case studies from Asia and the Pacific region – environmental friendly practices and the RVA applications.-

3. RVA and Sustainable Development:  the Philippine Experience.-

4. Current Practices in Bangladesh.-

5. Greening TVET Initiatives in Nepal.-

6. Environmental friendly practices in SMEs in Kazakhstan.-

7. Social recognition of green skills by different stakeholders: India.-

8. Skills recognition for improving environmental and sustainable development in certain industries in the formal and informal sectors:  A Comparative Study in China.-

9. Realities of SMEs in Hong Kong: what green skills are included in the RVAs?.-

10. RVA: The Awareness and Practices of green skills in SMEs in Malaysia.-

III.Identifying patterns and principles for a model development for the RVA.-

11. Enlightening through Recognising and Making Visible: Best Practices to promote the Recognition of Skills amongst SMEs.-

12. Model Development based on principles and results obtained from case studies.  

Über Autor(innen)

Dr. Margarita Pavlova (PhD Australia; PhD Russia; MEd USA; BEd Hons Russia) is the Director of the UNEVOC Centre (Hong Kong), which is a member of the global UNESCO-UNEVOC network, and an Associate Professor at the Department of International Education, the Education University of Hong Kong. Her research focus is on policy, planning and curriculum development in vocational education at both national and international levels, with a particular emphasis on green skills development and greening of the vocational education sector. Dr. Pavlova’s regional research and development projects in Asia have been funded by different agencies including the Asian Development Bank, The World Bank, UNESCO and the European Training Foundation (ETF). Dr. Pavlova has published widely in the fields of her expertise. She currently serves on the editorial advisory boards of two book series published by Springer: Technical and Vocational Education and Training: Issues, Concerns and Prospects, and Education in the Asia-Pacific Region: Issues, Concerns and Prospects. 

Dr. Madhu Singh is a Senior Programme Specialist at UNESCO Institute for Lifelong Learning, Hamburg (Germany). Her specialisations are mainly research, policy advice, organising North-South and South-South policy dialogues and capacity building workshops; networking with relevant stakeholders across sectors in UNESCO Member States; establishing state-of-the-art reviews in the fields of lifelong learning policies and strategies; recognition of non-formal and informal learning; national qualifications frameworks; adult learning and the world of work; and quality assurance issues in lifelong learning.