Keywords

1 Introduction

This chapter focuses on the following questions: What needs might motivate employers and employees to learn about skills recognition? What challenges are there for engagement with green skills recognition in the workplace? How do enterprises see RVA in relation to non-formal workplace training or continuous education and training? What building blocks are needed for the inclusion of Green skills RVA in the workplace? These questions formed the basis for understanding the engagement of enterprises with RVA mechanisms for recognising green skills.

2 The Need for Recognising All Learning: Formal, Non-formal and Informal

Most employees in the MSMEs participating in this research said they acquired their skills informally through on-the-job self-directed learning, through non-formal skills training programmes, literacy and basic skills training or through hereditary apprenticeships, meaning that business skills passed down through family members. Figures available from India (see Table 12.1) on the modes of skills acquisition in the enterprises show that enterprises in the informal waste management sector reported a high percentage of employees and employers who had acquired their skills, knowledge and competences through self-directed learning (63.8%), enterprise training (57.4%) and short-term skills training programmes (51.1%). Figures from the Philippines (see Table 12.1), 18 out of 35 responses (62.4%) alluded to self-directed learning, six out of 38 (20.6%) referred to in-company training; four (13.7) out of 38 responses referred to hereditary apprenticeship; another four responses referred to continuing vocational education and training. Finally, three responses referred to literacy and basic skills training.

Table 12.1 Modes of skills acquisition in enterprises: India and Philippines
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Beyond the importance of acquiring skills informally, enterprises also highlighted the importance of employees’ education and identified an especially close link between education and environmental awareness. In Bangladesh, although workers with lower educational levels had technical competences they lacked formal vocational qualifications, which, according to the country study, was a crucial factor contributing to low environmental awareness. Whereas employers, managers, and some employees with higher qualifications were aware of government environmental policies and regulations, workers with less than a secondary education and those without formal vocational training lacked this awareness. According to the Bangladesh country study, workers in the latter category could not state or name any of the relevant environmental policies and/or regulations that their enterprise followed, nor were they able to state any negative consequences of air and water pollution. However, these workers were also among those who felt the negative effects of unsustainable production practices the most, thus potentially jeopardising their health.

There is also a difference in educational levels across industry sectors. According to the Philippines country study, informal sector employees in general had lower levels of education compared to formal sector employees. Results from the country studies showed that education played an important role in facilitating access to jobs, especially in terms of whether the access was to jobs in the formal sector or the informal sector. In Hong Kong SAR, People’s Republic of China, the difference between the two sectors in catering was that while informal catering restaurants were often family-run and smaller in operational scale, and often did not comply with labour laws, formal catering restaurants operated under government regulation. Of the formal catering restaurants interviewed, three were part of an international chain who were more inclined to introduce internal policies compatible with the regulations and laws.

With regard to the importance of education, it also emerged that employers considered employees’ academic qualifications relevant only when they reflected work-related content and on-the-job training. The Malaysia country study, for example, highlighted that the right technical and vocational education and Training (TVET) linked to special attachment programmes such as on-the-job training, industrial training and vocational subjects could help to promote better job performance in the workplace as well as greater environmental awareness. The right technical and vocational education was important for employees as well as for the productivity of enterprises.

The above findings have shown the high importance attached to acquiring skills non-formally and informally in the Asian context, illustrating the need for making this learning visible as well as the high potential there is for establishing mechanisms for the recognition of non-formal and informal learning.

Even though employers valued competences over and above degrees and diplomas, they also recognised that an educated workforce gave their enterprises legitimacy and a competitive edge over other enterprises with a less educated workforce. It also gave them highly qualified workers who were environmentally aware and in a better position to access a job in the formal economy.

The difference in levels of education shown in Table 12.2 illustrates that many workers lack education or have not had access to education at higher levels such as secondary and vocational education. This deficit illustrates the need for establishing educational pathways. The view was also expressed that recognising technical competences without considering educational background, was not enough for promoting environmental awareness. A broad technical and vocational education complemented with work-related training was highlighted as a prerequisite for higher environmental awareness, improving knowledge about occupational health as well as promoting decent working conditions for employees.

Table 12.2 Educational levels of employees in enterprises: Bangladesh, People’s Republic of China, Kazakhstan, Nepal and the Philippines
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3 The Mechanisms and Processes Used by Enterprises to Recognise Skills

Employers may be interested in the educational levels, the credentials and experience of workers and potential employees, but ultimately the most important issues for the employer are assessment and determining whether or not the person can do the job. The purpose of the micro-level empirical studies was, therefore, to find out what recognition practices and processes were available to them and used in carrying out assessments, and thus the ways in which RVA was promoted and supported. Table 12.3 gives an overview of the RVA methods used in enterprises to recognise skills.

Table 12.3 RVA methods used to recognise skills
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In Hong Kong SAR, PRC, with the exception of the formal catering industry, many enterprises had not heard about RVA. Although they did not use RVA mechanisms in the workplace, they believed that RVA could be useful as it would help to recognise and credit prior skills and experience, and therefore help companies save resources on training.

By contrast, the usual recognition practices in formal enterprises were to interview employees and to check previous certificates and degrees obtained during training programmes and seminars. In Hong Kong SAR, PRC, at the time of the interview, formal catering companies had a strong preference for hiring people who had gained a certificate in Chinese cuisine issued by the Vocational Training Council (VTC).

There were also some differences across industry sectors in the use of RVA mechanisms. In the People’s Republic of China, for example, formal PVC manufacturing companies were more likely than formal catering enterprises to use formal RVA mechanisms. In the catering sector, employers tended to value employees’ current practical operational skills as well as virtues and broader competences, paying attention to attitudes and dispositions. They, however, did not care about the employee’s previous learning ability or certifications. When recruiting new staff, most of the SME catering companies said that they adopted the interview, demonstration of skills and test method. Recruiting through friends’ introduction was another way.

Four formal PVC manufacturing enterprises in the PRC study were reported to have human resource departments. At the time of recruitment and before providing training, employers in these enterprises assessed skills and abilities of employees by using interviews. The human resource development (HRD) departments were responsible for issuing standards for assessing, recording and documenting skills and competences and were also responsible for assigning work to qualified personnel. Such processes of assessment and recognition were, however, not accredited with certificates but instead internally recognised within the enterprise. The employers from all four PVC small and medium enterprises (SMEs) in the formal sector criticised the lack of a certification authority to provide such certification in the PVC industry. They compared their situation in the People’s Republic of China with the USA and countries in Europe, where formal arrangements within enterprises and industrial settings were in place for the certification of professional competences. Employers showed a high level of interest and willingness in RVA and expressed the view that the establishment of recognition processes would greatly reduce human resource costs, save training time, and improve enterprise standards and operational effectiveness.

3.1 Challenges and Concerns with Introducing Recognition Mechanisms in Enterprises

There was a difference between formal and informal sector enterprises in regard to the use of RVA methods. In most countries, informal enterprises lacked a systematic or formal use of RVA mechanisms. There was only an ‘informal recognition’ of employees’ practical skills. However, some enterprises reported mechanisms to upgrade the skills of their employees based on work experience or duration of their job tenure in the enterprises they worked.

First, there was a lack of awareness about recognition and its associated processes and procedures. Furthermore, skills recognition was neither known nor understood. Many enterprises were not conscious that a recognition system that was integrated in the qualifications framework of the country or territory existed, implying that such systems were neither understood by enterprises nor promoted by governments. Enterprises were therefore ignorant about the benefits and issues related to their eligibility for RVA processes. The Nepal country study reported that even employees with more than five years of experience did not consider it necessary to have their skills tested, validated and certified through the national system. Bangladesh has an RVA system at the national level, but this system is only being implemented in selected sectors such as transport, electrical wiring, agricultural food processing, catering, garments and information technology. Furthermore, it was reported by the national expert from Bangladesh that RVAs currently being undertaken through competence tests at registered RVA assessment centres are often attached to only VET institutions, rather than to industries or enterprises.

In Hong Kong SAR, PRC, interviewees in the automotive industry said they had not heard of RVA mechanisms although automotive is one of the industries where RVA has been introduced by the government. The automotive enterprises believed that this could be because an apprenticeship scheme that already existed was used to certify skills. This could have been the reason for not using the RVA system.

Reticence for recognition is another challenge, considering that most employees felt employers were happy with their current competence and that these competences were already visible and trusted by their employers, thus, there was no need for further validation.

The increase in operational costs through the introduction of RVA mechanisms was another concern. In Hong Kong SAR, PRC, a general concern expressed across formal catering enterprises was that the implementation of environmental protection practices would most likely increase their operational costs. Another concern was about the likelihood that RVA would raise the qualifications level for entry into a job. Given the currently low educational attainments of employees in the waste management sector, it was felt that if a certificate became a prerequisite, this could strongly affect the willingness and ability of people to enter the sector. They also worried about an increase in operational costs and requirements for additional human resources and did not believe the use of RVA would improve productivity or strengthen confidence and boost motivation of workers. If no economic value could be gained, the enterprises were not prepared to be in favour of skills recognition or the inclusion of green skills in RVA mechanisms.

3.2 Ways for Promoting and Supporting Recognition

Although, in the current situation, jurisdictions have reservations over the inclusion of green skills in RVA, and highlighted several barriers to RVA, few interviewees believed that RVA can be achieved without increased attention from the government to their industry. They suggested several measures that could facilitate green skills inclusion in RVA. Thus, despite the current thinking on green skills as probably increasing operational costs, there was unequivocal support for the need for a strong political push from the government. It was suggested that an awareness campaign for industries and the private sector would help to clarify the benefits of RVA and greening.

In most of the jurisdictions participating in this study, industry sector councils are already playing an important role in promoting and supporting RVA. The case study of the Sector Council for Green Jobs (SCGJs) in India has shown that campaigns helped to mobilise low-qualified workers such as cleaners, casual labour and solar energy installers to take part in their recognition programmes. Counselling and guidance sessions helped as these were organised to lead candidates through the process of applying for recognition. Workers were told that they would need to spend less time in training programmes. To make it easier for candidates from disadvantaged communities, counselling sessions helped to understand what recognition meant. SCGJ also supported the training of assessors and other RVA staff such as master craftsmen in the methods and processes of recognition.

Overall, while most of the enterprises discussed the presence of barriers to recognition in the enterprises they were also aware of the importance of promotional strategies, practices and materials to support the implementation of effective skills recognition in enterprises.

4 The Prospects of Implementing RVA of Green Skills as a Part of Staff Training

Enterprises made several recommendations on how to include green skills in recognition mechanisms. Many of these recommendations related to integrating RVA into staff training programmes especially as this would also support under-qualified workers who had limited access to training and education. Such programmes, they said, should deal with the application of green skills in the working environment as well as take account of economic opportunities that green training programmes could offer. Depending upon the training needs in the sectors, enterprises highlighted particular kinds of training programmes they would like to have. For example, catering enterprises in the Philippines said they were interested in green training programmes that included capacity-building elements to increase awareness of the importance of safe water/liquid disposal, health and hygiene, compliance with health guidelines and certificates for food handlers laid down by the Department of Health.

The seven countries and one territory participating were not interested in lengthy training programmes. In Nepal, enterprises had already introduced the practice of brief orientation training for newly appointed staff before recruitment, or short training courses dealing with ways to operate new machinery as well as information on existing regulations and legislation in the country. However, these courses were neither accredited nor certified.

While enterprises were generally positive about RVA for promoting green skills and green practices, they considered the importance of embedding RVA in training programmes as a crucial step for transitioning towards a greener enterprise. They also considered it necessary to involve governmental and sectoral support wherever activities involved greater understanding and deeper appreciation of issues on sustainable development. As the jurisdictions were in the process of elaborating upon rules and regulations for the implementation of green jobs and a greener economy, enterprises saw this development as an enabling factor in promoting green skills inclusion in RVA not only at the macro level of policies but, significantly, at the level of enterprises and at the individual level.

4.1 Cases Where RVA of Green Skills is Being Implemented as a Part of Staff Training

As mentioned above, the Skill Council for Green Jobs (SCGJs) in India integrates RVA of green skills in staff training across several industries and services. RVA processes undertaken by SCGJ entail identifying green job roles and responsibilities, identifying skills gaps, designing training curricula and content based on individual training needs as well as addressing the green skills requirements of national occupational standards and aligning individual competences to the expected outcomes of India’s national qualifications framework at different levels. It also develops the capacity for the effective delivery of green qualifications.

RVA is an essential part of green skills training as most of the people who are candidates for SSGJ training have acquired skills in the so-called green sectors such as waste management or renewable energy.

Results from case studies on skills recognition and staff training show that RVA was beneficial in that individuals’ skills and competences in enterprises and industries were made visible. Employers and employees became aware and showed interest in recognising green skills versus simply practising green activities. RVA was beneficial for the employees as it made them realise that their recognised skills were transferable and that recognition would help them secure long-term employment—RVA was important for employability in the long-term and not just something helping them to secure short-term employment. They also realised that employability often involves new training and credentials, as well as being able to transfer skills from jobs that were polluting to ones that were greener and had the potential to contribute to a greener environment and society.

In solar energy enterprises, RVA and staff training were able to provide employees assurance about getting a job with the service contractors, giving them an opportunity to become regular employees. Furthermore, avenues were opened for them for employment with other organisations carrying out solar energy installations. Finally, a culture of safety, including personal health while performing their activities, has been implemented. By mapping skills in relation to job roles in qualifications, the recognition process has been able to ensure consistency across all enterprises servicing solar energy.

The two case studies from India underscore RVA in the context of structured training programmes leading to formal credentials. The success of the implementation of skills recognition in India can be attributed to institutional support SCGJ received from National Skills Development Agency (NSDA), the National Skills Development Corporation and the Directorate General of Training (DGT).

Furthermore, through RVA and staff training, the SSGJ has been able to meet the demand for certification coming from employees. Certification is important for employees because it gives them assurance that their skillset is valid and is aligned to structured training programmes based on national standards. RVA is justified on the grounds of the need for education and training especially for low-qualified workers hitherto without access to training. It also helped to open up avenues for informal sector workers to enter formal sector jobs.

4.2 The Importance of Linking Staff Training to Business Opportunities

Overall, enterprises felt that it was important for RVA and staff training in relation to green skills to open avenues for economic opportunities. Most enterprises focus on profit and output. Staff training or RVA were often neglected, not because they were thought to be unimportant, but because they were viewed as something that took away time from work and therefore resulted in a loss of profit. Most enterprises organised some form of short training courses on ways to operate new machinery. Introducing workers to new technology and providing information about existing regulations and legislations in the country were some of the main purposes of training in most enterprises in Nepal. However, staff training was neither accredited nor certified, and small business operators, compared to the big multinational industries, were less likely to invest in human resources development (HRD). Micro enterprises hesitated to send their workers for training and orientation programmes conducted by other private providers, as they could not afford the cost.

The case studies highlighted a key difference among the enterprises: small and medium-sized enterprises were more likely to organise staff training and RVA than micro-enterprises in the informal sector. In the People’s Republic of China, formal PVC manufacturing enterprises supported training because they believed it improved skills, satisfied the development of their businesses and increased corporate profits. All four catering SMEs had some form of workplace training, and they placed emphasis on the importance of including green skills and RVA in their training programmes. The staff training conducted by the small and medium-sized PVC enterprises dealt with new green technologies. They concentrated on meeting professional development requirements set up by the enterprises and filled skill gaps caused by them not being able to recruit persons with the appropriate skills. Based on the skill gaps identified, there was also a difference between the four enterprises in terms of their specific training objectives. The four SMEs in the PVC sector answered positively when asked if they had workplace learning/ training programmes that helped to conduct RVA. Owners explained that RVA meant that the employers first identified and assessed the previous skills and learning of employees or potential employees before recruiting the candidate in a training programme.

5 The Anticipated Benefits of Recognising Green Skills Through RVA

Nepal alluded to the economic growth of sectors such as forestry, waste management, agriculture, building construction, infrastructure development, tourism, transport and food production, thus giving rise to an increase of green jobs and practices. The greening of the economy would make it necessary to adjust the current training and qualifications for occupations as well as introduce mechanisms and instruments for recognising current and emergent green skills. Furthermore, it was believed that, although there were challenges in setting up systems and processes for the recognition of competences acquired outside the formal system, RVA could be effective if it was a mutually beneficial situation for employers and employees, as well as for both the environment and individual enterprises (Table 12.4).

Table 12.4 Perceived benefits of RVA
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Many employees could readily identify with the same benefits as employers, such as assurance of a skilled workforce and saving time and money on training that dealt with a duplication of what the workers already knew. However, many employees saw additional benefits, chief among these benefits was the opportunity to access further education and training. This was seen as particularly advantageous for those low-educated workers who currently found it difficult to secure decent work, even though they possessed skills acquired in the world of work. Another benefit was the opportunity RVA provided for not only recognising but also certifying existing skills. Acknowledging and accrediting their skills and previous experiences would improve their career prospects in green jobs, and it would give them a chance to enrol for formal education.

For enterprises, employers and employees alike from all industry sectors highlighted the potential RVA had to increase enterprises’ productivity, enhance employability and increase the income of employees. They acknowledged the competitive advantage in the global market through the development and recognition of green skills. They generally accepted the importance of having a greener enterprise as a precondition for environmental sustainability and economic development. Many employers also indicated that they could certify their workforce in green skills only when green job standards were simultaneously put in place. RVA can raise awareness of vocational education and training within an enterprise, and strengthen its culture of learning, and it can have a positive effect on work interactions across the enterprise as it strengthens the expertise of all employees.

For the country as a whole, employers and employees considered green skills recognition through RVA mechanisms would help identify skills required for reusing and recycling waste, create opportunities to utilise limited resources effectively and expand employment opportunities in villages. This was mentioned by employers and employees alike from Nepal, who were aware of the fact that the majority of Nepalese are dependent on locally available natural resources, as well as on the opportunities to preserve and explore various indigenous and traditional skills in the country. For example, they mentioned the need to preserve traditional skills related to the production of chemical-free natural fibre, a practice that has been disappearing due to the overuse of artificial fibres. A greener economy would create additional jobs in several areas such as repair and maintenance of various pollution control devices, waste management, recycling, renewable energy installation, as well as in the area of organic farming.

Most enterprises participating in this study from India agreed that skills recognition was not only a result of the existence of greening practices but that it is a symbiotic relationship wherein skills recognition also largely pushes the demand for green skills and their formal recognition.

6 Summary and Results

The study has filled an important gap in existing knowledge of the need and potential to value and recognise skills within MSMEs in the Asian context. While previous research on RVA has broadly looked at the recognition of prior learning in the educational context, there is much less detailed information on the potential of recognition mechanisms to include skills in enterprises. The findings have shown the importance of acquiring skills non-formally and informally illustrating the potential there is in Asian MSMEs for establishing mechanisms for the recognition of non-formal and informal learning to make this learning more visible and to improve its usability and its positive effect on productivity.

The study further found that employers unequivocally supported the view that an educated workforce gave their enterprises a competitive edge over those enterprises with a less educated workforce. Education also gave them higher-quality workers who were environmentally aware and who were in a better position to access jobs in the formal economy. Even though employers often did not trust educational degrees and would not hire workers unless they had additional work experience, enterprises’ views on the role of education and skills acquisition highlighted the potential of recognition mechanisms to also provide workers with possible career progression and education pathways.

On the question of mechanisms and processes used to recognise skills in enterprises, several case studies reported that enterprises, especially in the informal sector, made no systematic use of RVA mechanisms except for some ad hoc examples such as mentoring, coaching, apprenticeships and job card training. In most of the participating jurisdictions, enterprises said that even though they had a system of RVA related to their qualification frameworks, these were not being used. However, some enterprises said they had internal mechanisms to upgrade their employees based on their work experience.

Skills recognition is not a stand-alone process, but is integrated into broader organisational processes such as recruitment, training and competence development. Many enterprises reported that RVA was performed for recruitment purposes using job interviews and examination of previous certificates and degrees obtained during training programmes and seminars. Enterprise-driven RVA for human resource development was mostly conducted in an informal way, such as through interviews and peer learning or simulations, tests and demonstrations for the purpose of improving economic opportunities in enterprises.

On challenges and concerns, only a few of the participating enterprises had established an infrastructure to support the implementation of recognition processes. In only a few enterprises was recognition an established activity mostly embedded in existing recruitment practices. Most enterprises offered few services in support of recognition. Despite the wide array of required skills mentioned by enterprises, these skills among workers often remained unrecognised and thus invisible and with poor transferability.

Including green skills in recognition mechanisms requires commitment and support from several stakeholders, both inside and outside the enterprise. These stakeholders often include sector skills councils, municipal corporations and social partners as well as agencies related to the implementation of qualifications frameworks. In many jurisdictions, green skills recognition is increasingly taking place in relation to green job roles formalised in qualifications frameworks. There is, therefore, a greater awareness that enterprise-based recognition practices are important for promoting alternative progression pathways for attaining a certificate as well as for promoting human resource development to improve economic opportunities in enterprises.

Recognition and certification are important in their contribution to greater self-awareness of workers about the skills they possess and the skills they require. Given that one of the purposes of the questionnaire was to investigate the inclusion of green skills in RVA, several enterprises said that they had RVA policy tools and mechanisms for recognising green skills, but what they were referring to was green job tasks and activities (such as waste segregation) or occupational health and safety, rather than green skills themselves.

Notwithstanding the close link between green practices and green skills, most MSMEs found it difficult to separate the two concepts. Most MSMEs found that the questionnaire aided their understanding of the difference between practices and skills and the importance of translating green practices into green skill requirements. In some jurisdicctions, it was argued that since workers had never undergone a process of assessment or certification, they were not able to understand what green skills they possessed or what specific green skills were required of them. These findings again show the great potential RVA mechanisms can have in contributing to the visibility of green skills, clarifying recognition processes and creating an awareness of recognition processes as stepping-stones to further education and training, career and personal development.

The study highlights important recommendations made by the participating enterprises emphasising that recognition mechanisms for green skills must be integrated into staff training and continuing education and training programmes not only for the few but for the majority of those dealing with the daily processes of economic production and services in and by MSMEs.

Employers and managers strongly supported the concept of recognition as part of a training agenda supported by the government and social partners. RVA supplemented with training meant that skills and competences were identified and gaps in skills and competences were clarified before training was provided. RVA was also an important tool to guarantee demand for the training. There was acknowledgement that green economies need to offer training and career-focused education throughout individuals’ working lives. Given the opportunity costs of training, employers and employees emphasised the importance of involvement of government and social partners and external agencies with close relations to the industry in offering continuous reskilling and aiding workers to develop new skills throughout their working lives. MSMEs recommended workplace training that was either provided internally inside enterprises or externally through non-formal TVET providers.

There are tangible benefits of recognition for employees, enterprises and society more widely. Employees saw benefits in terms of their personal skills being recognised, their skill gaps addressed and achieving portable qualifications recognised outside the enterprise. Expected benefits for the enterprise were diverse, ranging from employees equipped with competences that encouraged green behaviour, improved productivity and enhanced business practice and competitiveness—a better-qualified workforce, to meeting the requirements of a quality-management system as well as the regulatory requirements of greener enterprises. Given their limited training resources, enterprises acknowledged the efficiencies that green skills recognition would enable them to achieve such as through the designing of training objectives based on the identification of skill deficits. They were aware that recognition had a potential to improve the productivity of informal occupational learning, which was currently unrecognised. RVA systems would also assist with increasing occupational mobility of workers by motivating them to take part in further education and training activities, which can be lacking among low-qualified workers. Inclusion of green skills in RVA practices would also potentially reduce the negative effects of climate change.

There was not much difference between the perceptions of employees and employers. The same benefits accrued to the enterprise and the individual. It was difficult to separate employer and employee perspectives.

7 Concluding Remarks

Despite the challenges there is a huge untapped potential which can be tapped if RVA mechanisms and staff training can be promoted in Asian MSMEs. Simple RVA features such as the establishment of career profiles which contain a record of workers’ skills and training and which workers could maintain themselves could be important tools to introduce in Asian enterprises. These tools could make informally acquired learning visible and therefore useable for improving the productivity of the enterprises, promoting the career development of employees or promoting green practices in their enterprises.

Progress in robust skills development in Asia is ongoing, but as it is driven by global needs there is increasing pressure to address training for sustainable societies and development that includes not only the minority who have access to qualifications, but the majority of MSMEs which make up the jurisdiction’s economic backbone.

Quick responses from the education system to provide people with the qualifications and credentials to adapt to the changes in the world of work are needed. However, in a world of continuous reskilling and greater self-employment, people may need help with repeatedly moving from one job to another. While formal TVET is good at getting school-leavers into work, it does nothing to help people adapt to changes in the world of work. Our recommendation therefore is to make non-formal training an integral system of TVET. RVA through non-formal training provides people with the desired qualifications, as non-formal training content is more flexible and personalised to the training needs of small business operators. Non-formal training can be delivered in the form of modules, courses and short segments and yet lead to the acquisition of formal degrees and diplomas.

Inclusion of green skills in RVA requires a coordinated approach between individuals, training providers and employers. Only through a coordinated approach can the several challenges of low-skilled workers be addressed: some may find reskilling expensive in terms of time and money, others may have low motivation. The tremendous learning opportunities offered by the Internet simply do not appeal to everyone. Some employees have poor reading and numeracy skills and low-level problem-solving abilities and poor technological literacy. The answer to upgrading the employability of low-skilled and mid-skilled workers requires a coordinated effort that brings together individuals, employers and providers of education.

The candid insights provided in this chapter into the attainment and recognition of emergent green skills will be beneficial for governments, academics, practitioners, training providers. Important trends and changes that affect industry, the labour market and education have been discussed. Enterprises will benefit from the cultivation of a workplace that encourages and values learning and environmental sustainability.