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Journal articles on the topic 'Greening TVET'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Bagale, Shiba. "Greening TVET: Isn't It Alarming?" Social Inquiry: Journal of Social Science Research 3, no. 1 (2021): 1–9. http://dx.doi.org/10.3126/sijssr.v3i1.46014.

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2

Manase, Gerishom Wafula, and Marren Omondi. "The Influence of Green Human Resources Management Practices on Greening TVET." Africa Journal of Technical and Vocational Education and Training 4, no. 1 (2019): 33–43. https://doi.org/10.69641/afritvet.2019.4179.

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Green management has never been this important in the past as is now seen in the inspired, empowered and green aware employees. Greening TVET requires the cooperation of the top skilled management employees along with programmes that have a great significant on the management. The need for the integration of greening into TVET personnel cannot be over emphasized. The paper wanted to establish the how Green Human Resources Management if Practiced can affect greening in Shamberere Technical Training Institute (STTI). Green personnel theories and models were used to show the importance of green p

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3

Ass., eng. Iliyan Vasilev, and Prof. Iliana Petkova PhD Ass. "A Model for Developing an Institutional Greening Action Plan (GAP) for TVET: Strategies for Adapting and Alignment with Global Green Policies and Mandated Trends in Sustainable Education." International Journal of Current Science Research and Review 08, no. 03 (2025): 1281–92. https://doi.org/10.5281/zenodo.15037569.

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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 <em>UNESCO-UNEVOC Framework ESD-2030</em> for TVET. A concrete detailed developmental design and plan phases in congruence with the UNESCO framework are

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4

Rajput, Abdul Ghani, Muhammad Naeem Akhtar, and Muhammad Nadeem Akram. "Perception of Green Technology Among TVET Professional in Pakistan." Journal of Technical and Vocational Education and Training 1, no. 15 (2021): 181–88. http://dx.doi.org/10.3126/tvet.v1i15.45179.

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Green technology concept is increasing in Pakistan. The objective of green technology is to make clean environment and sustain biodiversity. The increasing implication of sustainability is having a key impact on business industry and association, as well as society as a whole. Hence, readiness of the forthcoming workforce for the coming green economy is a challenging task for Technical Vocational Education and Training authorities in Pakistan. Hence, the objective of this research was to identify the perception of TVET professional in Pakistan. A sample of 30 TVET professional across Pakistan

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5

Mburia, Lydia W. "Natural Resource Management in Greening TVET For Environmental Sustainability." Africa Journal of Technical and Vocational Education and Training 4, no. 1 (2019): 56–63. https://doi.org/10.69641/afritvet.2019.4181.

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Natural resource management encapsulates sustainable consumption and production in terms of promoting resources and energy efficiency, sustainable infrastructure, and providing access to basic services, green and decent jobs and a better quality of life for all. Conserving natural resources is a basic requirement for sustainable development and improving the quality of human life. A practical guide for institutions proposes that there is greater priority to ecological principles with regard to greening TVET by pursuing knowledge and practices with the intention of becoming more environmentally

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6

Were, Calvin Miseda, and Ahmed Ferej. "Issues Affecting the Greening of TVET Programs for Sustainable Development in Kenya: A Case of TVET Institutions in Nairobi County." Africa Journal of Technical and Vocational Education and Training 3, no. 1 (2018): 2–12. https://doi.org/10.69641/afritvet.2018.3144.

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Kenya's Technical Vocational Education and Training (TVET) institutions are adept at developing new skill training and educational programs to meet the changing green labour market. The issues of responding to a green economy, environmental sustainability, climate change, and mitigation are different in different sectors of the economy. TVET institutions face the prospect of systemically transforming education and training programs with limited market intelligence and an increasing sense of urgency. This paper explores the issues affecting the greening of TVET programs in Kenya for sustainable

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7

Musyimi, Titus M. "An Evaluation of Student Trade Project Designs for Recyclability and Greening the Environment in TVET Institutions in the North Rift Region of Kenya." Africa Journal of Technical and Vocational Education and Training 3, no. 1 (2018): 23–33. https://doi.org/10.69641/afritvet.2018.3146.

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The study focused on an evaluation of the trade projects which trainee candidates were undertaking in TVET Institution. So far, there is limited literature available on investigations on how these student trade projects impacted on environment in TVET institutions. Due to debate on global warming and its impact on society, there is compulsion to establish whether managers of TVET really understood what this might mean for their institutions. The purpose of the study was therefore to evaluate the impact of student project designs on greening the environment in TVET institutions of North Rift Re

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8

Wairiuko, Samuel. "The Role of Environmental Auditing and Monitoring in Greening TVET: A Case Study of Olâ€™lessos Technical Training Institute." Africa Journal of Technical and Vocational Education and Training 3, no. 1 (2018): 13–22. https://doi.org/10.69641/afritvet.2018.3145.

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Developing a mindset and a culture that is sensitive to issues of climate change, environmental pollution and scarcity of resources in Technical and Vocational Education and Training (TVET) institutions is paramount towards transforming the society and encouraging sustainable development. To do this, TVET institutions must demonstrate good practices to the trainees and be in the fore front in reducing their carbon footprint. Comprehensive Environmental Auditing and Monitoring (EA&M) promotes prudent resource generation and utilization with positive social impacts as well as safe and health

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9

Kutto, Naomi Jebungei. "Green Skills and Sustainable Economy in Kenya: The Influence of TVET Trainer Competencies." Africa Journal of Technical and Vocational Education and Training 5, no. 1 (2020): 29–40. https://doi.org/10.69641/afritvet.2020.51101.

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Greening Technical and Vocational Education Training (TVET) is an initiative of the United Nations Educational, Scientific and Cultural Organization (UNESCO) together with, the International Centre for the Technical and Vocational Education and Training (UNEVOC) that requires Technical and Vocational Educational Training Institutions to provide knowledge and develop skills that ease transition to green economies and societies. In an effort to attain the Sustainable Development Goals, the Kenyan government has revamped TVET institutions with both human and non-human resources. There is no doubt

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10

Li, Hui, Shoukat Iqbal Khattak, Xiaoqian Lu, and Anwar Khan. "Greening the Way Forward: A Qualitative Assessment of Green Technology Integration and Prospects in a Chinese Technical and Vocational Institute." Sustainability 15, no. 6 (2023): 5187. http://dx.doi.org/10.3390/su15065187.

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In an era of rapid change and sustainable development, reform of technical and vocational education and training (TVET) systems worldwide is essential. Integrating green technologies into TVET is key to training a competent workforce in this field. This study aims to determine the extent of faculty knowledge, attitudes, and practices towards green technology to better integrate green technology into future labor. Sixteen faculty from a public technical and vocational institute in China were interviewed, and the contents were analyzed with NVIVO 11 software. However, our research reveals a daun

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11

Juwitasari, R. "Technical and Vocational Education and Training toward Sustainable Development of Japan’s Aid Effectiveness for Industrial Human Resource Development in Lower Mekong Basin Countries." IOP Conference Series: Earth and Environmental Science 1306, no. 1 (2024): 012032. http://dx.doi.org/10.1088/1755-1315/1306/1/012032.

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Abstract The Official Development Assistance (ODA) is Japan’s salient foreign policy in the Lower Mekong Basin (LMB) Country, especially for industrial human resource development. Japan has established KOSEN, a Japanese engineering vocational education system in the region to promote the industrial acceleration agenda and the region’s economic, social development, and poverty reduction toward the 2030 Agenda of Sustainable Development Goals (SDGs). However, ODA is about more than giving and receiving; it is about actors and administration, including the vis-à-vis mutual benefit for both donor

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12

Jerald, Hondonga, Chinengundu Tawanda, Phawani Vijayaratnam, and Subashini K. Rajanthran. "Greening TVET for Sustainable Skill Development: Opportunities and Challenges in Botswana with a Focus on Quality Education." Journal of Ecohumanism 3, no. 8 (2024). http://dx.doi.org/10.62754/joe.v3i8.4939.

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The need to reorganise economies and the skill sets that individuals will need in the new order is urgent since climate change is impacting the entire planet. TVET systems are required to reskill and provide human capital with environmentally sustainable skills for green economies and jobs. This article investigates potential additional benefits that greening TVET education may offer to students, the employment market, and Botswana as a whole. The study examined current research on Botswana's preparedness for a green TVET industry. Results highlight the crucial role of greening TVET systems in

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13

David, Ruth, and Chux Daniels. "Greening Technical and Vocational Education and Training for Energy Transition in Nigeria." Journal of Education for Sustainable Development, May 3, 2025. https://doi.org/10.1177/09734082251335548.

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This article investigates the role of technical and vocational education and training (TVET) in addressing global climate change, an existential crisis facing humanity. The goal is to keep global temperature increase below 1.5°C in this century and in Nigeria, and aspirations for a net-zero emission target by 2060 are clear. However, the pathways to effective decarbonization are not straightforward and may differ depending on contexts and technologies, for example, renewable energy technologies (RET) and innovative capabilities. This article focuses on how greening the TVET curriculum can enha

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14

Vasilev, Ass eng Iliyan, and Ass Prof Iliana Petkova. "A Model for Developing an Institutional Greening Action Plan (GAP) for TVET: Strategies for Adapting and Alignment with Global Green Policies and Mandated Trends in Sustainable Education." International Journal of Current Science Research and Review 08, no. 03 (2025). https://doi.org/10.47191/ijcsrr/v8-i3-31.

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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

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15

Saipudin, Nurul Ain, and Nornazira Suhairom. "What Else Matters? Competency of Malaysian Educators in Technical and Vocational Education: A Scoping Review." Online Journal for TVET Practitioners 6, no. 1 (2021). http://dx.doi.org/10.30880/ojtp.2021.06.01.004.

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This article reported up-to-date studies on competencies issues of TVET educators from Malaysia’s institutions. Various electronic databases were used and through systematic selection, 12 scientific articles were identified. The findings of the identified studies were organized by five emerging key matters (1) imbalance of technical and non-technical competency; (2) lack of practical skills training and work experience; (3) issue of greening TVET; (4) lack of self-concept and self-confidence in improving performance; and (5) lack of pedagogical approach for social and humanity competency. This

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16

Jayaprakash, Shalini A/P. "Greening TVET for Sustainable Development: A Path to a More Sustainable Future." International Journal of Academic Research in Progressive Education and Development 13, no. 1 (2024). http://dx.doi.org/10.6007/ijarped/v13-i1/20877.

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17

Pavlova, Margarita, and Pernille Askerud. "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, November 29, 2023, 1–25. http://dx.doi.org/10.1080/13636820.2023.2288055.

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