the green economy 22 may 2012
DESCRIPTION
Presentation to the major conference of environmental agencies on how the Caribbean Examinations Council can contribute to the emergence to a green economy in the CaribbeanTRANSCRIPT
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THE GREEN ECONOMY:
HOW ARE WE PREPARING OUR WORKFORCE
Dr. Didacus JulesCaribbean Examinations Council
May 2012
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• Characteristics of the Green Economy
• The educational requirements of the Green Economy
• How can we prepare our workforce
• CXC’s contribution to this effort
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CHARACTERISTICS OF THE GREEN ECONOMY
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a green economy can be described as one that is low carbon, resource efficient and socially inclusive…
UNEP, UNCTAD, UN‐OHRLLS
A green economy is one that results in improved human well‐being and social equity, while significantly reducing environmental risks.
Model of economic development based on sustainable development paradigm and a knowledge of ecological economics
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What does all of this essentially mean?
Are we finding the balance between the excesses of capitalism and the rigidities of communism?
A different way of working and living – a more communitarian world
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The new political economy has been evolving for some time…
… but its all about economics as if peopleand the environment matter!
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CHALLENGES
Water
Waste
Climate change
Natural Resources
Land
Interconnectednessof the problems necessitate multi‐sectoral, multi‐dimensional solutions
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Management of pollution is segregated from that of fisheries, which in turn are rarely considered in the same place as shipping, or climate change. This means that impacts are discussed in isolation and by different people. But a view of the whole is far more alarming than the sum of its parts.‐ Callum Roberts, Newsweek 21st May 2012
Land pollution
Sea Pollution
Climate Change
Waste
Water pollution
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CHALLENGES
Water
Waste
Natural Resources
Land
Active lifestylesOrganic food and nutrition
Health and sanitationFood production
Green (waste‐free) productionRecyclable waste
Sustainable utilizationImpact on positive lifestyles
Food productionHabitat, waste and lifestylesHuman well‐being
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CHALLENGES
our unplanned experiment with greenhouse gases is gradually infiltrating the deep sea, changing ocean chemistry, impacting temperatures and oxygen levels, and shifting patterns of underwater currents with dramatic consequences. The path we are on today is pushing ocean ecosystems to the edge of their viability‐ Callum Roberts, Newsweek 21st May 2012
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SOLUTIONS1
Water
Waste
Natural Resources
Land
Active lifestylesProduction of organic foodNutrition & health
Access to safe waterIrrigationFlood/drought managementWater & human sanitation
Green (waste‐free) productionRecycling programsWaste to energy
Sustainable industries – tourism, agriculture, etcNatural resource management
Localized, organic food production/import substitutionBalanced urban‐rural developmentLand use regulation
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SOLUTIONS2
Coastal protection for islandsTraining for re‐location/ migration (Fiji)
Rural electrificationSustainable energy sourcesCarbon‐free energyNew industries powered by sustainable energy
Climate change
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EDUCATIONAL REQUIREMENTS OF THE GREEN ECONOMY
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“The Green Jobs Initiative (UNEP, ILO, ITUC and IOE) highlighted the dual challenge of green jobs:
to make economic growth and development compatible with climate stabilisation and a sustainable environmental footprint.
The shift towards greening the economy will require the second greatest economic transformation after the industrial revolution”
‐ Future Skill Needs for the Green Economy 2009
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Environmental challenges raise serious concerns for the welfare of current and future generations.
Responses should be driven by independent but commonly reinforcing policies for environment, energy, transportation, employment, and training
EU 2009
Responses should be driven by convergent and multi‐sectorally reinforcing policies
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“Education must simultaneously provide maps of a complex world in constant turmoil and the compass that will enable people to find their way in it”
Delors Report
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C21 competencies: Critical thinking Design thinking Collaboration
C21 skill sets: ICT Transdisciplinary TVET
Rio‐20’s essential lexicon
the mating of knowledge, tradition and science…
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Some key conclusions:
Education transformation – towards seamless system
National Qualifications Framework – vertical and horizontal career progression
Converging TVET and CBETA in education
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HOW CAN WE PREPARE OUR WORKFORCE
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1. Identification of the strategic opportunities for green business
2. Revaluation of traditional and indigenous knowledge on sustainable lifestyles and creating new business models in work and community
3. Determination of the skill requirements to support investment in these areas
4. Putting in place the architecture for vertical and horizontal career progression in these areas
5. Policies on workforce training must prioritize this as a central investment by Public‐Private partnership in growing the new economy
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1. Identification of the strategic opportunities for green business
ENERGY
Energy for industry
Reducing OpexImproving competitiveness
Rural electrification
Improving lifestylesRural economic integration
Solar, Wind, Geothermal
Waste to Energy
The Caribbean – natural benefits of sunlight
Small states: conserving land space, eliminating waste,
Reduction of oil imports
Removing economic vulnerability
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2. Revaluation of traditional and indigenous knowledge on sustainable lifestyles and creating new business models in work and community
HEALTH
Food exports
Organic food exportNiche food products
Treatment of Non‐Communicable Diseases
Improving lifestylesSavings on imported drugsIdentity valuation
Traditional medicines/ cuisine
Knowledge of traditional remediesKnowledge of traditional nutritional practicesValuation of local foods
Food Security
Food import substitution
Microsoft werPoint Presentat
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3. Determination of the skill requirements to support investment in the Green Economy
Knowledge: scientific, technical, traditionalSkills: TVET, Traditional, Attitudes: Collaborative, inquisitive, inventive
RESEARCH
TECHNOLOGY
INNOVATION
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4. Putting in place the architecture for vertical and horizontal career progression in these areas
• Enable progression from any level to another
• Design of competency based education, training and assessment
• Tertiary level opportunities in TVET areas
• Incentivize business to invest Green and to grow human capacity
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5. Policies on workforce training must prioritize this as a central investment by Public‐Private partnership in growing the new economy
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CXC’S CONTRIBUTION TO THIS PROCESS
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Deepening CXC’s internationalization
• Recognition by Accreditation bodies
• Articulation with universities
• Awards to top performers
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Levels Knowledge Skills & applicationAutonomy and responsibility
Notes (Theoretical & factual )
(Cognitive, practical & communication skills and the context for their application)
(Including team role)
I
Basic general knowledge of a field of work or study
Range of skills: Basic general, logical and practical skillsType of activity/ Context: Routine, repetitive situationsCommunication: Read and write limited types and lengths of materials; understand and follow simple instructions; identify and report facts.
Needs direct supervision and detailed guidance to complete routine, repetitive tasks.
II
Foundational factual and operational knowledge of a field of work or study
Range of skills: Foundational, logical and practical skillsType of activity/ Context: Defined, routine, structuredCommunication: Extract information from specified range of sources; produce simple written documents using templates; take part in discussion.
Needs some supervision and clear instructions in order to perform on structured assignments and achieve set goals.
CARIBBEAN QUALIFICATIONS FRAMEWORK
© CXC – Wright 2012
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Articulation of certification
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Articulation of certification
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articulate TVET offerings and rationalize the sector
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Creating mutually reinforcing synergies
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Systematic review of subjects in each level of certification: CVQ, CCSLC, CSEC, CAPE
Creation of new subjects corresponding to new global opportunities or challenges:
CAPE Tourism & Recreation CAPE Entrepreneurship CAPE Agriculture CAPE Digital MediaCAPE Entrepreneurship
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SCHOOL BASED ASSESSMENT
OBJECTIVES: • Demonstrate the application of knowledge• Demonstrate civic responsibility• Display entrepreneurship or innovation
group workprojects
Trans‐disciplinary approachesConverging assessment with real world opportunityCritical thinking; problem solving; design thinking; innovation contests
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MODE OF INTERFACING WITH CXC
Core business
REGIONAL ORGANIZATION
Core business
public education dimension
SYLLABI EXAMS PUBLIC SENSITIZATION
• Infusion• Strand development
• N‐Master• Support material
• standards• competence• Certification
• SBA projects
• knowledge valuation
• Social media dissemination
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the best way to
predict the future is to
invent it
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