Abstract :

The integration of sustainability into Technical and Vocational Education and Training (TVET) is essential for equipping a workforce capable of addressing contemporary environmental challenges and fostering a green economy. This article explores a comprehensive framework for Greening TVET, emphasizing the importance of curriculum development, stakeholder engagement, and the establishment of clear, actionable goals based on the UNESCO-UNEVOC Framework ESD-2030 for TVET. A concrete detailed developmental design and plan phases in congruence with the UNESCO framework are proposed and discussed in the light of the TVET’s specifics. Analytically it is examined the significance of engaging a diverse range of stakeholders—including educators, industry partners, students, and community members—to cultivate a collective understanding of sustainability’s importance. This collaborative approach facilitates the design and implementation of effective Greening strategies that are responsive to local needs and global trends. The necessity of plans and thorough needs assessments, developing strategic action plans, and implementing pilot programs are analyzed to ensure continuous evaluation and improvement of greening initiatives. By prioritizing sustainability in vocational education, institutions can play a pivotal role in shaping a workforce that is not only skilled but also socially responsible and environmentally conscious, thereby driving progress towards a more sustainable future.

---

Keywords :

framework of Greening, GAP, Greening TVET, sustainable approaches in TVET

---

References :

1. Antwerp, J.G., & Heun, M.K. (2022). A Framework for Sustainability Thinking: A Student’s Introduction to Global Sustainability Challenges. Synthesis Lectures on Sustainable Development. https://doi.org/10.2200/s01168ed1v01y202202sde004

2. Bagale, S. (2021). Greening TVET: Isn’t It Alarming? Social Inquiry: Journal of Social Science Research.
3. Bendell, J.F. (2022). Replacing Sustainable Development: Potential Frameworks for International Cooperation in an Era of Increasing Crises and Disasters. Sustainability. https://doi.org/10.3390/su14138185
4. Fry, L.W., & Egel, E. (2021). Global Leadership for Sustainability. Sustainability. https://doi.org/10.3390/SU13116360
5. Jayaprakash, S.A. (2024). Greening TVET for Sustainable Development: A Path to a More Sustainable Future. International Journal of Academic Research in Progressive Education and Development. https://doi.org/10.6007/ijarped%2Fv13-i1%2F20877
6. Jovanovski, B., Shamsuzzoha, A., Polenakovikj, R., Velkovska, M., & Velkovski, T. (2024). GreenCompass – A self-assessment tool for fostering integration of green skills. Proceedings of the European Academy of Sciences and Arts.
7. Liu, J. (2023). Leveraging the metacoupling framework for sustainability science and global sustainable development. National Science Review, 10. https://doi.org/10.1093/nsr%2Fnwad090
8. McGrath, S., & Russon, J. (2023). TVET SI: Towards Sustainable Vocational Education and Training: Thinking beyond the formal. Southern African Journal of Environmental Education. https://doi.org/10.4314/sajee.v39.03
9. Michel, J.O. (2020). Charting students’ exposure to promising practices of teaching about sustainability across the higher education curriculum. Teaching in Higher Education, 27, 787 – 813. https://doi.org/10.1080/13562517.2020.1747422
10. Ogur, E.O. (2023). TVET, economy and sustainable development. International Journal of Vocational and Technical Education. https://doi.org/10.5897/ijvte2022.0315
11. Olsson, D. (2021a). Empowering political engagement with unsustainable actions: the possibilities and limitations of teaching guides for climate change education. Environmental Education Research, 28, 1109 – 1125. https://doi.org/10.1080/13504622.2021.2007221
12. Olsson, D. (2021b). Facilitating democratic processes for sustainability: the possibilities and limitations of teaching guides for climate change education. Environmental Education Research, 28, 970 – 985. https://doi.org/10.1080/13504622.2021.1994927
13. Pavlova, M., & Askerud, P. (2023). A Euro-Asian look at challenges to innovation and the greening of industries: implications for TVET and strategic policy formulation. Journal of Vocational Education & Training, 76, 381 – 405. https://doi.org/10.1080/13636820.2023.2288055
14. Persson Th. D., Gustavsson, M., & Halvarsson Lundqvist, A. (2023). The Role of VET in a Green Transition of Industry: A Literature Review. International Journal for Research in Vocational Education and Training.
15. Puaschunder, J.M. (2021). Monitoring and Evaluation (M&E) of the Green New Deal (GND) and European Green Deal (EGD). Finance Educator: Courses.
16. Reis, J.S., Espuny, M., Nunhes, T.V., Sampaio, N.A., Isaksson, R., Campos, F.C., & Oliveira, O.J. (2021). Striding towards Sustainability: A Framework to Overcome Challenges and Explore Opportunities through Industry 4.0. Sustainability, 13, 5232. https://doi.org/10.3390/SU13095232
17. Sahane, P., Waghmare, A., Singh, R., Sukale, V., & Pukale, N. (2023). Streamlined Learning with AI-ML: An Integrated Campus Management Platform. International Journal on Recent and Innovation Trends in Computing and Communication.
18. Sern, L.C., Baharom., N.F., Foong, L.M., Wan Hanim Nadrah, W.M., Islamiah, R.D., & A, A. (2021). Integrating Green Skills into TVET Curricula in Polytechnics Malaysia. Journal of Technical Education and Training. https://doi.org/10.30880/jtet.2021.13.03.002
19. UNESCO, (2021). UNESCO’s Framework ESD for 2030. Curriculum and Learning for Climate Action. Brill Publish. ISBN: 9789004471818. https://doi.org/10.1163/9789004471818_006
20. Vaughter, P., Noguchi, F., & Li, S. (2022). Minding the GAP: An overview of five years of Education for Sustainable Development (ESD) projects under the Global Action Programme (GAP) within Regional Centres of Expertise (RCEs) on ESD. Frontiers in Sustainability. https://doi.org/10.3389/frsus.2022.978938