Relevant bibliographies by topics / Green skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Green skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Green skills"

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Runciman, B. "Green Skills for the Green Economy." ITNOW 54, no. 1 (February 16, 2012): 42–45. http://dx.doi.org/10.1093/itnow/bws017.

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Aliagha, Godwin U., Alfred P. T. Goh, Mat Naim Abdullah, Nadzri M. Jaafar, and Stephen E. Eluwa. "Investigating Skill Gaps in Green Building Skills for Energy Efficiency." Advanced Materials Research 1073-1076 (December 2014): 1282–87. http://dx.doi.org/10.4028/www.scientific.net/amr.1073-1076.1282.

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Shortage of green skills has become a major constraint to energy efficient building programs and policies of Malaysia and many Asian countries. Yet, studies aimed at green skills are rare. Relying on an online survey of 99 professionals accredited by the Malaysian Green Building Index (GBI) this study seeks to: [1] identify the necessary green skills required for design and delivery of energy efficient building; and [2] identify and capture areas of skill gaps based on available and future green skills needs. Our preliminary result reveals that generally, available energy efficient green skills in Malaysia are below average. The highest skill gaps were found to be in the areas of energy efficiency maintenance for HVAC system, competence in use of diagnostic tools to measure building energy efficiency, carbon storage and capture in buildings and competency of architects/ builders in passive designs and installation.
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Kizu, Takaaki, Tahmina Mahmud, Catherine Saget, and Olga Strietska-Ilina. "Skills for the green transition." World Employment and Social Outlook 2018, no. 2 (May 2018): 129–55. http://dx.doi.org/10.1002/wow3.142.

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Sern, Lai Chee, Adib Farhan Zaime, and Lee Ming Foong. "Green Skills for Green Industry: A Review of Literature." Journal of Physics: Conference Series 1019 (June 2018): 012030. http://dx.doi.org/10.1088/1742-6596/1019/1/012030.

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Nurdiansyah, N., B. Mulyanti, and T. Sucita. "Green skills for electrical engineering students." Journal of Physics: Conference Series 1375 (November 2019): 012086. http://dx.doi.org/10.1088/1742-6596/1375/1/012086.

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Heong, Yee Mei, Lai Chee Sern, Tee Tze Kiong, and Mimi Mohaffyza Binti Mohamad. "The Role of Higher Order Thinking Skills in Green Skill Development." MATEC Web of Conferences 70 (2016): 05001. http://dx.doi.org/10.1051/matecconf/20167005001.

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Mailath, George J., Larry Samuelson, and Avner Shaked. "Endogenous Inequality in Integrated Labor Markets with Two-Sided Search." American Economic Review 90, no. 1 (March 1, 2000): 46–72. http://dx.doi.org/10.1257/aer.90.1.46.

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We consider a market with “red” and “green” workers, where labels are payoff irrelevant. Workers may acquire skills. Skilled workers search for vacancies, while firms search for workers. A unique symmetric equilibrium exists in which color is irrelevant. There are also asymmetric equilibria in which firms search only for green workers, more green than red workers acquire skills, skilled green workers receive higher wages, and the unemployment rate is higher among skilled red workers. Discrimination between ex ante identical individuals arises in equilibrium, and yet firms have perfect information about their workers, and strictly prefer to hire minority workers. (JEL C70, D40, J30)
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Handayani, M. N., M. Ali, D. Wahyudin, and M. Mukhidin. "Student’s green skills in agricultural vocational school." IOP Conference Series: Materials Science and Engineering 830 (May 19, 2020): 042083. http://dx.doi.org/10.1088/1757-899x/830/4/042083.

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Schroth, Stephen T., and Jason A. Helfer. "Gifted & Green." Gifted Child Today 40, no. 1 (January 2017): 14–28. http://dx.doi.org/10.1177/1076217516675903.

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Environmental studies provide an ideal opportunity for gifted children of any age to build critical and creative-thinking skills while also building skills in science, technology, engineering, and mathematics (STEM) areas. Exploring issues related to sustainability and environmental concerns permits gifted learners to identify problems, develop research questions, gather and analyze data, develop possible solutions, and disseminate this information to others. Green issues are especially appealing to gifted learners as they are sensitive to the world around them and often long to engage in projects that touch on issues facing their communities. Although the relevance to STEM subjects is clear, green investigations can also build skills across the content areas, in diverse subjects such as English/language arts, social studies, music, and art. A variety of resources, including national and Common Core State Standards, exist that can help parents and teachers create investigations for gifted children that permit them to be both gifted and green.
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Panjaitan, Keysar, Abdul Hasan Saragih, and Saut Purba. "PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS GENERIC GREEN SKILL IN PROJECT BASED LEARNING PADA MENGGAMBAR TEKNIK BERBANTUAN CAD." JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN 7, no. 2 (December 2, 2020): 203. http://dx.doi.org/10.24114/jtikp.v7i2.23247.

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Abstrak: Penelitian ini bertujuan: (1) menghasilkan media pembelajaran generic green skill based learning pada project based learning pada mata kuliah menggambar teknik berbantuan CAD, (2) Mengetahui keefektifan media pembelajaran generic green skill based learning pada project based learning pada mata kuliah menggambar teknik berbantuan CAD. Penelitian ini menggunakan metode Research and Development yang diusulkan dengan model Borg & Gall. Subjek penelitian adalah mahasiswa Jurusan Pendidikan Teknik Mesin Universitas Negeri Medan yang ditinjau oleh ahli desain dan ahli materi. Uji coba dilakukan dengan uji coba individu, uji coba kelompok kecil, dan uji coba lapangan, serta uji keefektifan model pembelajaran dengan membandingkan hasil kelompok eksperimen dengan kelompok kontrol. Analisis menggunakan analisis deskriptif pada setiap tahap pengembangan dan dilanjutkan dengan analisis statistik uji-t untuk mengetahui keefektifan media Pembelajaran Berbasis Keterampilan Hijau Generik dalam Pembelajaran Berbasis Proyek dengan Menggunakan CAD dalam Keterampilan Menggambar Teknis untuk meningkatkan hasil belajar siswa. Hasil penelitian menunjukkan bahwa media Pembelajaran Keterampilan Hijau Generik dalam Pembelajaran Berbasis Proyek dengan Menggunakan CAD dapat dinyatakan layak untuk diterapkan dan unggul ditinjau dari aspek pembelajaran, materi, dan media; media Pembelajaran Keterampilan Hijau Generik dalam Pembelajaran Berbasis Proyek dengan Menggunakan CAD efektif untuk meningkatkan hasil belajar siswa pada Keterampilan Menggambar Teknik berbantuan CAD. Kata Kunci: media pembelajaran, generic green skill, project based learning, gambar teknik, CAD Abstract: This study aims to: (1) produce generic green skill based learning media in project based learning in CAD-assisted engineering drawing courses, (2) Determine the effectiveness of generic green skill based learning media in project based learning in engineering drawing courses. CAD-assisted. This study uses the Research and Development method proposed by the Borg & Gall model. The research subjects were students of the Department of Mechanical Engineering Education, State University of Medan, who were reviewed by design experts and material experts. The trials were carried out by individual trials, small group trials, and field trials, as well as testing the effectiveness of the learning model by comparing the results of the experimental group with the control group. The analysis uses descriptive analysis at each stage of development and is followed by t-test statistical analysis to determine the effectiveness of Generic Green Skills-Based Learning media in Project-Based Learning by Using CAD in Technical Drawing Skills to improve student learning outcomes. The results showed that the Generic Green Skills Learning media in Project-Based Learning Using CAD can be declared feasible and superior in terms of the aspects of learning, material, and media; Learning media for Generic Green Skills in Project-Based Learning using CAD is effective to improve student learning outcomes on CAD-assisted Technical Drawing Skills. Keywords: learning media, generic green skills, project based learning, engineering drawings, CAD
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Dissertations / Theses on the topic "Green skills"

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Sauls, Gideon George. "The National Skills Fund and green skills: towards a generative mechanism approach." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63740.

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The aim of the study was to investigate the role of the South African National Skills Fund (NSF) in responding to green skills training for the sake of better integration and optimal effectiveness in relation to the green economy in South Africa. The NSF is a multi-billion rand fund for skills development, with the responsibility to respond effectively to the country’s skills development needs. Part of the NSF’s mandate is to ensure the development of green skills in South Africa, with special reference to the allocation of grants, as a key mechanism in ensuring adherence to properly governed skills development funding requirements. This study considers the identification of green skills funding as a skills planning and implementation challenge within the post-school education and training context, the NSF, the green economy and related skills debates, both locally and globally. The study contributes to a growing body of research in South Africa that seeks a wider systemic perspective on green skills concerns. The NSF and its functioning is a critical dimension of the wider skills system and is a significant system element influencing further emergence of a coherent national system for green skills development. Providing further rationale for this study is the 2011 finding of the International Labour Organisation, that the green skills development system in South Africa is re-active and poorly systematised, a finding that was also noted in the first ever Environmental Sector Skills Plan for South Africa undertaken by the Department of Environmental Affairs in 2010. As the study is mainly focused on one aspect of the policy system, namely the NSF’s role in green skills funding, the bulk of the data used in this study is documentary. Research information was obtained from NSF documentary sources to describe the NSF organisationally. Information was also obtained from green skills documentary sources to obtain a better understanding of the nature and purpose of the development of green skills in South Africa. The study has also drawn on references related to grant management as a mechanism for seeding meaningful transformations and skills development research in South Africa to understand the skills development landscape, with special reference to the Department of Higher Education and Training’s (DHET) post-school education and training system. Documentary data was supplemented by selected key respondent interviews from the skills sector and from the green skills research community to provide further perspective on the research focus. Critical realism (CR) is utilised as a meta-theoretical framework that seeks to inform the overall academic reflection and interpretation process. The work of Danermark, Ekström, Jakobsen and Karlsson (2002), which describes the process of data analysis in critical realism, was adapted into a four-phased research approach for this particular policy study, which I framed as a Quadrilateral Policy Analysis Framework (QPAF). This provided a data analysis framework which allowed for taking account of the mechanisms shaping the NSF as an important systemic funding agency within South Africa’s emerging post-school education and training context, as this relates to green skills. However, to further analyse this research question and context, I needed to work with substantive policy theory. Given the nature of the policy object that I was investigating, I found Feiock’s (2013) Institutional Collective Action Framework to be a helpful substantive policy theory as it has adequate nuance with which I could describe the NSF’s core function, namely that of grant-making for the post-schooling policy context. Based on the critical realist meta-theoretical framework and the substantive policy theoretical frameworks, I developed four phases of analysis, namely a) descriptive analysis which is divided into Part A (describing the green skills landscape and its funding demands ) and Part B (describing the NSF as it relates to green skills); b) component analysis which further analyses key components of the above; c) abductive policy analysis which identifies critical mechanisms and how they operate; and d) generative mechanism analysis which identifies the underlying generative mechanisms shaping the NSF’s engagement with green skills (or lack thereof). The following main findings are identified: • It emerged that the responsiveness of the NSF to green skills is emergent, essential and yet multifaceted due to competing stakeholder interests, expectations and claims; • Key strategic relations with critical role players within South Africa’s skills levy funding matrix emerged as a fundamental requirement towards the achievement of the NSF’s organisational mandate to respond effectively to national green skills needs and expectations; • Contracting is the central mechanism driving the NSF grant-making process. Related to this is the finding that partnerships emerged as the most versatile and underutilised mechanism that cuts across all four of the NSF grant-making phases; • The NSF’s current method of making sense of funding policy indications as per national policy documents is too reductionist because the method betrays an alignment-mirroring form of sense-making awareness that uncritically endorses substratum philosophical assumptions like Human Capital Theory (HCT) and associated neoclassical economic theories embedded in the policy frameworks. These assumptions contradict and potentially limit engagement with wider theories and policy frameworks for guiding skills development that are oriented towards the wider common good as argued by non-anthropocentric orientations in critical realism and the green skills sector. In summary, an argument is put forward that the NSF is a key funding mechanism towards green skills delivery in South Africa, but that this funding mechanism is under-utilised and inadequately mobilised for transitioning towards sustainability in South Africa. The study recommends that, in pursuit of better integration and optimal effectiveness thereof and in line with the fund’s legislative, organisational and public mandate, a consensual negotiation skills planning mechanism be considered from an institutional collective action response platform. In terms of recommendations for further research, it is proposed that a comparative analysis study could be considered between the NSF and other leading global funding agencies or other national skills funding mechanisms that are also concerned with the inclusion of green skills development. Comparative studies of this nature could potentially enhance the fund’s policy-making process and assist in the development of more appropriate institutional arrangements towards optimal funding responsiveness. Lastly, in the light of the NSF’s current contribution to green skills in the country, an impact evaluation study on the return on green skills investment presents an additional intriguing research endeavour which would contribute further perspective on the arguments presented in this study.
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Perruchas, François. "Green Innovation: an empirical analysis of technology, skills and policy." Doctoral thesis, Universitat Politècnica de València, 2019. http://hdl.handle.net/10251/119965.

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[ES] Los resultados previsibles de la transición hacia economías con bajas emisiones de carbono son múltiples y afectan de diferentes maneras a los responsables del diseño y la gestión de las políticas públicas, las regiones del mundo, las empresas y los consumidores. Se ha reconocido que en el centro de esta transición están las innovaciones medioambientales que se desarrollan para mejorar la sostenibilidad a largo plazo del crecimiento económico. Los principales pilares de esta tesis son dos. En primer lugar, los desafíos ambientales son diversos, al igual que las respuestas que se necesitan para afrontarlos. La consecuencia principal de esto es que el enfoque actual en la tecnología verde como un bloque homogéneo de entidades indiferenciadas es engañoso. En segundo lugar, el trabajo humano es lo que en última instancia lleva a cabo la adaptación de los sistemas de producción y distribución. En consecuencia, analizar la transición hacia sociedades sostenibles desde un punto de vista medioambiental exige una comprensión profunda de cómo se diseñan, implementan y cambian las actividades laborales para acomodarse a nuevos imperativos políticos y / o nuevas oportunidades tecnológicas. Las evidencias empíricas sobre uno o ambos pilares son escasas o fragmentadas. La presente tesis trata de llenar estas lagunas desarrollando una base de datos global sobre ``patentes verdes'', una medida del ciclo de vida de las tecnologías y las consiguientes investigaciones para analizar la relación entre la producción de tecnologías verdes, las características del territorio y la base de competencias de la mano de obra en el tiempo y el espacio. El primer paso es la identificación de patentes verdes en PATSTAT 2016a utilizando la clasificación ENV-TECH (OECD, 2016) y geolocalizando sus inventores. El resultado es una base de datos que cubre la innovación mundial desde el siglo XIX hasta 2015, aunque el periodo estudiado es menor: 1970-2010. Este conjunto de datos permite una primera aproximación a la evolución de las tecnologías verdes en el tiempo y el espacio, donde podemos apreciar diferencias en la evolución de los países y entre las tecnologías desde el punto de vista de la complejidad, quizás relacionadas con la presencia de un cuerpo heterogéneo de tecnologías emergentes y maduras. Para entrar más a fondo en esta hipótesis, desarrollamos una metodología para medir las etapas del ciclo de vida de las tecnologías, y la utilizamos para entender los patrones de producción de tecnologías verdes a nivel de países. Encontramos que las capacidades son más importantes que la riqueza para diversificarse en innovación verde, y que las tecnologías maduras están positivamente asociadas con la especialización en estas tecnologías. Continuamos la exploración de la relación entre las capacidades locales, el ciclo de vida y la producción de patentes en los estados federales de Estados Unidos dónde descubrimos que la innovación verde esta más asociada con la recombinación de conocimientos distantes, en particular al principio del ciclo de vida. Finalmente, investigamos los efectos de las compras públicas sobre la innovación verde al nivel de las ``commuting zones'' (áreas urbanas funcionales) de Estados Unidos, tomando en cuenta de nuevo las capacidades locales, pero esta vez utilizando las competencias del mercado laboral en lugar de la variedad de la recombinación del conocimiento. Descubrimos que la compra pública verde tiene un efecto positivo y significativo, en particular en territorios con una parte importante de competencias abstractas en la población activa.
[CAT] Els resultats previsibles de la transició cap a economies baixes en emissions de carboni són múltiples i afecten de diferents maneres als responsables del disseny i la gestió de les polítiques públiques, les regions del món, les empreses i els consumidors. S'ha reconegut que en el centre d'aquesta transició estan les innovacions mediambientals que es desenvolupen per a millorar la sostenibilitat a llarg termini del creixement econòmic. Els principals pilars d'aquesta tesi són dos. En primer lloc, els desafiaments ambientals són diversos, igual que les respostes que es necessiten per a afrontar-los. La conseqüència principal d'això és que l'enfocament actual en la tecnologia verda com un bloc homogeni d'entitats indiferenciades és enganyós. En segon lloc, el treball humà és el que en última instància porta a terme l'adaptació dels sistemes de producció i distribució. En conseqüència, analitzar la transició cap a societats sostenibles des d'un punt de vista mediambiental exigeix una comprensió profunda de com es dissenyen, implementen i canvien les activitats laborals per a acomodar-se a nous imperatius polítics i / o noves oportunitats tecnològiques. Les evidències empíriques sobre un o ambdós pilars són escasses o fragmentades. La present tesi tracta d'omplir aquests buits desenvolupant una base de dades global sobre ``patents verdes'', una mesura del cicle de vida de les tecnologies i les consegüents investigacions per a analitzar la relació entre la producció de tecnologies verdes, les característiques del territori i la base de competències de la mà d'obra en el temps i l'espai. El primer pas és la identificació de patents verdes en PATSTAT 2016a utilitzant la classificació ENV-TECH (OECD, 2016) i la geolocalització dels seus inventors. El resultat és una base de dades que cobreix la innovació mundial des del segle XIX fins a 2015, encara que el període estudiat és menor: 1970-2010. Aquest conjunt de dades permet una primera aproximació a l'evolució de les tecnologies verdes en el temps i l'espai, on podem apreciar diferències en l'evolució dels països i entre les tecnologies des del punt de vista de la complexitat, probablement relacionades amb la presència d'un cos heterogeni de tecnologies emergents i madures. Per a entrar més a fons en aquesta hipòtesi, desenvolupem una metodologia per a mesurar les etapes del cicle de vida de les tecnologies, i la utilitzem per a entendre els patrons de producció de tecnologies verdes a nivell de països. Trobem que les capacitats són més importants que la riquesa per a diversificar-se en innovació verda, i que les tecnologies madures estan positivament associades amb l'especialització en aquestes tecnologies. També explorem la relació entre les capacitats locals, el cicle de vida i la producció de patents en els estats federals dels Estats Units on descobrim que la innovació verda està més associada amb la recombinació de coneixements distants, en particular al principi del cicle de vida. Finalment, investiguem els efectes de les compres públiques sobre la innovació verda al nivell de les ``commuting zones'' (àrees urbanes funcionals) dels Estats Units, prenent en compte de nou les capacitats locals, però aquesta vegada utilitzant les competències del mercat laboral en lloc de la varietat de la recombinació del coneixement. Descobrim que la compra pública verda té un efecte positiu i significatiu, en particular en territoris amb una part important de competències abstractes en la població laboral.
[EN] The foreseeable outcomes of the transition towards low-carbon economies are multiple and affect in different ways policy-makers, world regions, firms and consumers. It has long been acknowledged that at the core of this transition stand environmental innovations which are developed to enhance the long-term sustainability of economic growth. The main pillars of this study are two. First, environmental challenges are different, and so are the responses that are needed to tackle them. The main consequence of this is that the current focus on green technology as a homogeneous block of undifferentiated entities is misleading. Second, the adaptation of production and distribution systems is ultimately carried through by human labour and analysing the transition to environmentally sustainable societies requires a thorough understanding of how work activities are designed, implemented and changed to accommodate new policy imperatives and/or new technological opportunities. Empirical evidence on either of these two pillars is scant or fragmented. The present thesis seeks to fill these gaps through the development of a database on green innovations, of a measure of the life cycle of green technologies, and of the corresponding explorations to scrutinize the relation between green technology production, the territories' characteristics and skills' base of labour market over time and space. The dataset is created identifying green patent in PATSTAT 2016a database using ENV-TECH classification (OECD, 2016) and geolocalizing their inventors. The result is a database covering green innovation worldwide from the 19$^{th}$ century to 2015, even if the period studied is smaller: 1970-2010. This dataset permits a first overview of green technologies evolution over time and space, where we can see differences in terms of country evolution and among technologies in terms of complexity, maybe related with the presence of an heteregeneous body of emerging and mature technologies. To explore further this hypothesis, we develop a methodology to measure technology life cycle stages, and we apply it to understand the patterns of evolution of green technology production at country level. We find that capabilities are more important than wealth to diversify in green innovation, and mature green technologies are positively associated with specialization. We continue the exploration of the relation between local capabilities, life cycle and patent activity in US federal states where we discover that green innovation is more associated than innovation in general with the recombination of distant knowledge, especially in early phases of the life cycle. Finally, we investigate at US commuting zones level the effects of public procurement on green innovation, taking into account local capabilities again, but using labour market skills instead of knowledge recombination variety. We find that green public procurement has a positive and significant effect, in particular in territories with an important share of abstract skills in labour population.
Perruchas, F. (2019). Green Innovation: an empirical analysis of technology, skills and policy [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/119965
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Goei, Elisabeth Rukmini. "Using Green Chemistry Experiments to Engage Sophomore Organic Chemistry." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1280437800.

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West, Philip W. "The enhancement of worship through the development of listening skills in adults at Green Acres Baptist Church in Smyrna, Georgia." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Serhan, Ahmad, and Asen Draganov. "Project managers’ communication skills and stakeholder engagement in sustainable construction projects." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22559.

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Schers, Jules. "Economic growth, unemployment and skills in South Africa : An Analysis of different recycling schemes of carbon tax revenue." Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLA039/document.

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Cette thèse fournit une illustration numérique de la façon dont une taxe carbone pourrait affecter le PIB, l’emploi, les émissions de CO2 et les inégalités socio-économiques en Afrique du Sud. Elle utilise un modèle d’équilibre général calculable « hybride » en économie ouverte par projection en un seul pas de temps de 2005 à 2035. Le modèle représente des économies de second rang, notamment des rigidités sur le marché du travail liées aux niveaux de qualification et dans la production électrique. Sept scénarios basés sur des modalités différentes de recyclage de la taxe carbone sont analysés, plus une option d’investir une partie des revenus de la taxe dans l’amélioration des qualifications de la force de travail.L’analyse montre que sous hypothèse standard de changement technique, une taxe carbone de 100 ZAR par tonne de CO2 environ a peu d’impact négatif sur le PIB et l’emploi lorsqu’elle est associée à un mode de recyclage des revenus approprié : subventionner le facteur travail et réduire les taxes sur les profits des entreprises pourrait conduire aux meilleurs résultats macroéconomiques, mais ne réduit pas les inégalités. Des mesures supplémentaires sont nécessaires pour réduire la « pauvreté énergétique ». Pour atteindre le NDC d’Afrique du Sud au titre de l’Accord de Paris, un taux de taxe d’environ 300 ZAR ou 55$ par tonne de CO2 serait nécessaire. Toutefois, un tel taux pourrait avoir un impact significatif sur la croissance du PIB. En même temps, sans changement de la tendance de croissance de la productivité du travail, ce PIB plus faible conduirait à un chômage plus élevé que dans le cas de référence. Une politique d’investissement de 7.5 milliards de ZAR de revenus carbone dans les qualifications de la main d’œuvre, avec l’objectif d’augmenter l’accès à la formation de haut niveau et de réduire le manque de salariés très qualifiés, pourrait avoir un effet très positif sur la croissance du PIB.Le progrès technologique, les préférences des consommateurs et le contexte international, limitent la capacité de l’économie à se restructurer et se décarboner et incidemment à réduire les impacts négatifs de la taxe carbone sur la croissance du PIB. Une véritable évaluation du changement technologique futur serait pertinente pour tous les secteurs et facteurs de production. Ces résultats impliquent aussi que la politique climatique internationale doit traiter la question des transferts de technologie et celles des potentiels différents de décarbonation sérieuse à l’échelle nationale
This PhD thesis gives a numerical illustration of how a carbon tax affects South African GDP, employment, CO2 emissions and socio-economic inequality. It uses a “hybrid” computable general equilibrium model of an open economy in a one-step projection from 2005 to 2035. It models second-best economies, notably skill-related rigidities in the labour market and in production of electricity. Seven scenarios for recycling of carbon tax revenue are analysed, plus an option to invest a part of tax revenue in improvement of skills of labour.The analysis shows that under conventional assumptions about technological change, a carbon tax of around 100 ZAR2005 (18 USD2013) per tonne of CO2 will have little negative consequences for GDP and employment, when combined with the right type of tax revenue recycling: Labour subsidies and company profit tax reduction likely lead to the best macro-economic outcomes, though do not reduce inequality. Additional measures are needed to reduce “energy poverty”. To achieve South Africa’s NDC of the Paris Agreement, a carbon tax rate of around 300 ZAR2005 or 55 USD2013 per tonne of CO2 is necessary. However, this could have serious impacts on GDP growth. Also, without a change in the trend of increasing labour productivity, such lower GDP will lead to higher unemployment than in the reference case. An investment in skills of 7.5 billion ZAR2005 of annual Ctax revenue, with the objective of increasing access to high quality education and reducing the high skill labour shortage, if fond to have a very positive impact on GDP growth. However better calibration data is required.The findings of this PhD thesis furthermore call for thorough examination of what type of technological change could be expected for South Africa. Technological progress, consumer preferences and international circumstances limit the economy’s capacity to restructure and decarbonise and therefore to reduce negative consequences of carbon taxation for GDP growth. Proper assessment of future technological change is relevant for all sectors and inputs. Examples are given which show that energy and materials efficiency have an important role for future GDP growth under carbon constraints, because they determine the economy’s flexibility to reduce energy consumption and to substitute it, e.g. by labour. This finding normally holds not only for South Africa, but also for the rest of the world. These results also imply that international climate policy has to address technology transfer and the different potentials of national economies to decarbonise seriously
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Fourie, Kathryn. "A critical review of the response of the Environmental Literacy Skills Programme to learner capabilities, and to the demands of the Working for Water training setting in an emerging Green Economy." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7879.

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This case study is guided by a social realist research approach. It is an investigation into if and how the Environmental Literacy Skills Programme (ESLP) responds to Working for Water learners' capabilities and the enabling and constraining factors that shape these, and to the demands of the WfW training setting in an emerging Green Economy. The context for the study is that of the Working for Water programme, an Expanded Public Works Programme (EPWP) run under the auspices of the Department of Environmental Affairs in South Africa. The study took place while piloting the newly created ELSP materials with a group of beneficiaries and contractors in Uitenhage, a town in South Africa's Eastern Cape Province. The study provides insights into the application of accredited training in an EPWP training environment, and critically considers the academic and practical suitability of the ELSP in the WfW context. It achieves this by considering how the ELSP seeks to respond to the education levels and experiences of contractors and beneficiaries, and the demands of the WfW training setting. To understand what underpins learner capabilities and experiences, it was necessary to investigate the conversion factors and enabling and constraining factors that influence WfW contractor and beneficiary capabilities and involvement in the ELSP training in the context of an emerging Green Economy. To develop these insights, data was gathered through participant observation, questionnaires, structured and semi-structured interviews, as well as document analysis. The theoretical framework of Amartya Sen's (1999) Capability Approach supports the study, which provides an alternative way of understanding the freedoms that people enjoy, or the lack of freedom they experience, in being able to live the kind of life they have reason to value. The Capability Approach provides the key concept of resource conversion, which is used in the study to discern the social, personal and environmental constraints and enablers that people experience in their lives. These either assist or dis-enable a person in converting a resource such as education, into a functioning such as desired employment. Through a social realist causal analysis model, key structures are identified that underpin the actions of beneficiaries and contractors in relation to their learning and career pathways. The study shows that while the ELSP does support the development of green skills and in part responds to learner capabilities (and enabling and constraining conversion factors), there is a lack of information as to where those skills can be applied in elementary green occupations, in part due to South Africa's focus on high-skills development linked to Green Economy objectives. The study makes recommendations for aligning environmental education with career guidance, as well as a recommendation for further detailed research into identifying elementary green occupations and associated learning pathways.
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Gu, Chen Chen, Telma Gomes, and Victor Samuel Brizuela. "Technical and Vocational Education and Training in Support of Strategic Sustainable Development." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5351.

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This thesis looks at how Technical and Vocational Education and Training (TVET) be carried out to help society move towards sustainability. It starts by introducing the reader into the essential concepts about Strategic Sustainable Development (SSD), Education for Sustainable Development (ESD), TVET, and the barriers to integrating ESD into TVET. It also provides information about the case study conducted in a TVET organization in Ireland which is integrating ESD into TVET. The thesis presents the key aspects that TVET organization need to have in order to successfully support SSD and it also provides a definition of success which is developing a workforce skilled for sustainability where sustainability is defined by the four sustainability principles. After presenting the key aspects, it looks at the strengths and weaknesses, in the lens of the key aspects, of the case study and three other TVET organizations. It later provides with recommendations based on the challenges found integrating ESD into TVET and the presented key aspects in order for TVET organizations to reach the vision of success.

Telma Gomes - phone: 0736280415 - tegomes@uol.com.br Victor Samuel Brizuela - samworks@gmail.com Chen Chen Gu -guchenchen880309@163.com,

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Hanos, Stergios. "Developing information skills in Greek schools." Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/28124.

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This thesis addresses the problem of facilitating learning by the use of information skills in Greek schools. It examines the interrelationship between the teaching of information skills and the need for a re-orientation of educational priorities and objectives for Greek education.
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Mitakos, Dimitrios. "Computer literacy among Greek primary school teachers : knowledge, skills and attitudes." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311362.

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Books on the topic "Green skills"

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Mondal, Abdul Hye. Skills for green jobs in Bangladesh. Dhaka: International Labour Organization, 2011.

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Allcock, Tony. Tony Allcock's bowls skills. London: Hamlyn, 1988.

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Pierce, Shelley. Bible skills, drills, & thrills: Leader guide, a fun-filled Bible skills curriculum for grades 1-3, green cycle. Nashville, TN: LifeWay Press, 2004.

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Keith, Pam. Bible skills, drills, & thrills: Leader guide, a fun-filled Bible skills curriculum for grades 4-6, green cycle. Nashville, TN: LifeWay Press, 2004.

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Office, International Labour, ed. Skills for green jobs: A global view : synthesis report based on 21 country studies. Geneva: International Labour Office, 2011.

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Graham, Elspeth. Welcome to Duck Green School: Teacher demonstration book : starter to stage 5. [S.l.]: Oxford University Press, 1999.

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The little green math book: 30 powerful principles for building math and numeracy skills. Calgary: Maven Pub., 2010.

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Maclean, Rupert, Shanti Jagannathan, and Brajesh Panth. Education and Skills for Inclusive Growth, Green Jobs and the Greening of Economies in Asia. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6559-0.

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Sharon, Green. GRE : graduate record examination, 2008 /cSharon Weiner Green, ira K. Wolf. Hauppauge, N.Y: Barron's, 2007.

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Starting over in the U.S.: After getting your green card : an indispensible handbook for immigrants. Douglaston, NY: Polpress Services, 2009.

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Book chapters on the topic "Green skills"

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Lotz-Sisitka, Heila. "Green skills supply." In Green Skills Research in South Africa, 143–56. New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429279362-10.

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Lotz-Sisitka, Heila, and Presha Ramsarup. "Green skills research." In Green Skills Research in South Africa, 208–23. New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429279362-14.

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Rosenberg, Eureta. "Green skills for agriculture." In Green Skills Research in South Africa, 51–64. New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429279362-4.

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Mohamed, Najma, and Presha Ramsarup. "Green economy transitions and skills." In Green Skills Research in South Africa, 15–33. New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429279362-2.

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Ramsarup, Presha. "Greening occupations and green skills analysis." In Green Skills Research in South Africa, 175–91. New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429279362-12.

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Lotz-Sisitka, Heila. "Probing the potential of social ecosystemic skills approaches for green skills planning." In Green Skills Research in South Africa, 113–27. New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429279362-8.

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Rosenberg, Eureta, and Presha Ramsarup. "Skills for just transitions to sustainability." In Green Skills Research in South Africa, 1–14. New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429279362-1.

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Lotz-Sisitka, Heila, and Tichaona Pesanayi. "Formative interventionist research generating iterative mediation processes in a vocational education and training learning network." In Green Skills Research in South Africa, 157–74. New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429279362-11.

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Rosenberg, Eureta. "Synthesis and elaboration of critical realist methodology for green skills research." In Green Skills Research in South Africa, 192–207. New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429279362-13.

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Rosenberg, Eureta. "Mining." In Green Skills Research in South Africa, 34–50. New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429279362-3.

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Conference papers on the topic "Green skills"

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Kriukova, Elizaveta, Elena Goryacheva, Anna Djabakova, and Elena Selivanova. ""GREEN" SKILLS FORMATION IN RUSSIAN UNIVERSITIES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0620.

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Ping, Wei. "Study on Training Process of Green Jobs to Green Skills." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.75.

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Setiawan, Agus. "Identification of green skills acquisition in Indonesian TVET curricula." In GREEN CONSTRUCTION AND ENGINEERING EDUCATION FOR SUSTAINABLE FUTURE: Proceedings of the Green Construction and Engineering Education (GCEE) Conference 2017. Author(s), 2017. http://dx.doi.org/10.1063/1.5003557.

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Duarte, Ana Paula, David Loureiro, Ana Gonçalves, Eduardo Reis, Maria Ramalheiro, José Santos, Beatriz Oliete, and Javier Gonzalez. "TOWARDS A TRAINER PROFILE ON GREEN SKILLS FOR PORTUGAL: BUS.TRAINERS PROJECT." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0106.

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Syafmen, Wardi, Novferma, Febbry Romundza, and Ari Frianto. "Validity of Junior High School Mathematics Textbooks to Support Mathematical Literacy Skills." In The 3rd Green Development International Conference (GDIC 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aer.k.210825.053.

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Amelia, Dessy Rizki, Asrial, and Muhammad Haris Effendi-Hasibuan. "The Effectiveness of Argument-Driven Inquiry in Promoting Students’ Argumentation Skills About Colloids." In The 3rd Green Development International Conference (GDIC 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aer.k.210825.058.

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Sudjimat, Dwi Agus. "Employability skills of vocational high school graduate needed by industry in century XXI." In GREEN CONSTRUCTION AND ENGINEERING EDUCATION FOR SUSTAINABLE FUTURE: Proceedings of the Green Construction and Engineering Education (GCEE) Conference 2017. Author(s), 2017. http://dx.doi.org/10.1063/1.5003529.

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Alwi, Amarumi, Arasinah Kamis, Haryanti Mohd Affandi, Faizal Amin Nur Yunus, and Ridzwan Che Rus. "GREEN SKILLS: INNOVATION IN THE SUBJECT OF DESIGN AND TECHNOLOGY (D&T)." In International Conference on Education 2017. TIIKM, 2017. http://dx.doi.org/10.17501/icedu.2017.3116.

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Ana, Ana, Sri Subekti, and Siti Hamidah. "The Patisserie Project Based Learning Model to Enhance Vocational Students Generic Green Skills." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.6.

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Islami, Pio Arfianova Ftirizky, Hakkun Elmunsyah, and Muladi. "Contribution entrepreneurial knowledge, skills competence, and self-efficacy to student entrepreneurship readiness of multimedia expertise at vocational high school in Malang." In GREEN CONSTRUCTION AND ENGINEERING EDUCATION FOR SUSTAINABLE FUTURE: Proceedings of the Green Construction and Engineering Education (GCEE) Conference 2017. Author(s), 2017. http://dx.doi.org/10.1063/1.5003535.

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Reports on the topic "Green skills"

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Vona, Francesco, Giovanni Marin, Davide Consoli, and David Popp. Green Skills. Cambridge, MA: National Bureau of Economic Research, April 2015. http://dx.doi.org/10.3386/w21116.

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Herbert, George. How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.082.

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Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
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Inter-American Development Bank Sustainability Report 2020. Inter-American Development Bank, March 2021. http://dx.doi.org/10.18235/0003098.

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Sustainability is a core element of the IDBs work. Long-term economic growth, and the reduction of poverty and inequality in Latin America and the Caribbean depend on development that is economically, financially, environmentally, socially, and institutionally sustainable. The IDBs annual Sustainability Report presents our approach to sustainability and showcases operations and research that are contributing to the sustainable development of the region. The report also presents key data, detailing the greenhouse gas (GHG) footprint of our lending portfolio, the climate finance we provide, disaster and climate change risk in our projects, and the application of our environmental and social policies. The report also covers our corporate sustainability efforts and how we work to reduce our direct footprint where we live and work. The theme for the 2020 Sustainability Report is making the recovery from COVID-19 green and inclusive, exploring the IDBs work on digitalization, inclusive and sustainable infrastructure, developing next-generation skills and jobs, and Costa Ricas groundbreaking decarbonization efforts.
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