Recognizing Green Skills Through Non-formal Learning: A Comparative Study in Asia (Education for Sustainability, 5)

Acknowledgements
Series Editors Introduction
Contents
Part I Debate on the Need for Green Skills Inclusion in the Recognition, Validation and Accreditation (RVA) Framework
1 Introduction: Unpacking Greening and Skills Recognition in Micro, Small, and Medium Enterprises
	1.1 Rationale
	1.2 Aims
	1.3 Terminology and Definitions Across the Cases Under Study
		1.3.1 Green Skills and Greening
		1.3.2 Different Nomenclature for Skills Recognition
	1.4 Methodology
		1.4.1 Selection of Enterprises
		1.4.2 Data Collection Methods
		1.4.3 Data Analysis
	1.5 Book Structure
	References
2 Overview of the Regional Practices and Challenges on Environmental Protection in Four Industries
	2.1 The Automotive Industry
	2.2 PVC Production
	2.3 Catering
	2.4 Waste Management
	2.5 Green Skills Development in Support of Green Economic Restructuring
	2.6 Conclusion
	References
3 RVA in Asia and the Pacific Region
	3.1 Skills Recognition Through Non-formal and Informal Learning
		3.1.1 The Need for Systematic Recognition Procedures in MSMEs
		3.1.2 Lack of Recognition and Visibility of Skills in Enterprises: A Barrier to Transitioning into the Green Economy
	3.2 The Integrative Purposes of RVA: Education and the Labour Market
	3.3 RVA in Workplaces Compared to RVA for Access to Education
	3.4 Working with Standards
		3.4.1 RVA in Relation to VET Standards for Regulated Professions
		3.4.2 RVA in Relation to Industry-Based National Qualifications
		3.4.3 RVA in Relation to a Quality-Management System
	3.5 RVA Methods and Procedures
	3.6 Using the Right Assessment Tools
	3.7 RVA: A Translation Method for Identifying Transferable Skills
	3.8 Summary of Tools and Procedures
	3.9 Benefits of RVA: A Win–Win Situation for Employers and Employees
	3.10 Recognition in the Asian Context: The Potential for Including Green Skills in RVA
		3.10.1 Creating a Space for RVA: Identifying, Assessing and Formalising New Green Jobs
		3.10.2 Recognising Everyday Work Practices and Skills at the Enterprise Level
		3.10.3 Green Skills Recognition as a Means to Create Opportunities for the Disadvantaged and Under-Qualified
		3.10.4 Recognition as a Means of Making Workers Aware of Emergent Skills
		3.10.5 Bringing Workplace and Industry Partnerships Together in a Meaningful Way
		3.10.6 Recognition: A Starting Point for Continuous Education and Training for Workers
	3.11 Conclusions
	References
Part II Case Studies from Asia: Environmentally Friendly Practices and RVA Applications
4 Case Study: Bangladesh. The Demand Side of Environmental Sustainability Through Skills Recognition
	4.1 Introduction
	4.2 Context
	4.3 Research Objectives and Primary Data Collection
	4.4 Results and Discussion
	4.5 Conclusions and Recommendations
	References
5 Case Study: People’s Republic of China. Utilising Workers’ Skills for Improving Green Competitiveness to Address the Challenges of Greening of Industries
	5.1 Terminology and Definitions
	5.2 Methodology of Primary Data Collection
	5.3 Results and Discussion
	5.4 Conclusions and Recommendations
	References
6 Case Study: Hong Kong Special Administrative Region, People’s Republic of China. Realities of MSME: What Green Skills Are Included in the RVAs?
	6.1 Introduction
	6.2 Terminology and Definitions
	6.3 Methodology of Primary Data Collection
	6.4 Results and Discussion
		6.4.1 General Information on Enterprises in Different Sectors
		6.4.2 Companies’ Interest and Involvement in Greening, and Skills Required to Support These Practices
	6.5 Conclusions and Recommendations
	References
7 Case Study: India. The Role of the Skill Council for Green Jobs (SCGJ) in Recognising Green Skills and Upskilling Workers in Micro, Small and Medium Enterprises
	7.1 Introduction
	7.2 Terminology and Definitions
	7.3 Methodology of Primary Data Collection
	7.4 Results and Discussion
	7.5 Conclusions and Recommendations
	References
8 Case Study: Kazakhstan. Educational Challenges in Transitioning to a Green Economy
	8.1 Introduction
	8.2 Terminology and Definitions
	8.3 Methodology of Primary Data Collection
	8.4 Results and Discussion
	8.5 Conclusions and Recommendations
	References
9 Case Study: Malaysia. Recognising Green Skills in Non-formal Learning Settings
	9.1 Introduction
	9.2 Terminology and Definitions
	9.3 Methodology of Primary Data Collection
	9.4 Results and Discussion
	9.5 Conclusions and Recommendations
	References
10 Case Study: Nepal. The Inclusion of Green Competences in the Recognition of Prior Learning
	10.1 Introduction
	10.2 Terminology and Definitions
	10.3 Methodology of Primary Data Collection
	10.4 Results and Discussion
	10.5 Conclusions and Recommendations
	References
11 Case Study: Philippines. Recognising Green Skills for Environmental and Sustainable Development in Four Selected Industries
	11.1 Introduction
	11.2 Terminology and Definitions
	11.3 Methodology of Primary Data Collection
	11.4 Results and Discussion
	11.5 Conclusions and Recommendations
	References
Part III Identifying Patterns and Building Blocks in Green Skills Inclusion in RVA
12 Increasing Awareness: Good Practices to Promote Skills Recognition Among Micro, Small and Medium Enterprises
	12.1 Introduction
	12.2 The Need for Recognising All Learning: Formal, Non-formal and Informal
	12.3 The Mechanisms and Processes Used by Enterprises to Recognise Skills
		12.3.1 Challenges and Concerns with Introducing Recognition Mechanisms in Enterprises
		12.3.2 Ways for Promoting and Supporting Recognition
	12.4 The Prospects of Implementing RVA of Green Skills as a Part of Staff Training
		12.4.1 Cases Where RVA of Green Skills is Being Implemented as a Part of Staff Training
		12.4.2 The Importance of Linking Staff Training to Business Opportunities
	12.5 The Anticipated Benefits of Recognising Green Skills Through RVA
	12.6 Summary and Results
	12.7 Concluding Remarks
13 Recommendations for Supporting Green Skills Inclusion in RVA
	13.1 Background
	13.2 Macro Level—Policies and Laws
	13.3 Meso Level—Advocacy and Support
	13.4 Micro Level—Implementation and Benefits
	13.5 Conclusions
Appendix A The Questionnaire
Appendix B Observation Sheet
Appendix C Glossary
Bibliography