Researching Skills and Sustainability

Researching Skills and Sustainability:

A South African perspective

Eureta RosenbergChair of Environment and Sustainability

Education, Environmental Learning

Research Centre, Grahamstown

Researchable Issues in TVET and Continuing Education and

Training: South Africa, Africa and Beyond

• A selective overview

• Focus on conceptual and methodological threads

Green Skills (2016-2018) Project of the National Environmental Skills Planning Forum, working with

1. Occupational studies to determine demand for green skills in coal mining, paper and pulp industry, paint,

petroleum, catalytic converters, climate smart agriculture, public procurement (with SETAs)

2. Skills needs assessments including the Green Economy Learning Assessment for South Africa

3. Amanzi for Food social learning research and skills ecosystem on rainwater harvesting (TVET partners)

4. Internship evaluations, tracer and through-put studies

5. Supply-demand alignment for work-integrated learning placements in conservation sector

6. Fundisa for Change Teacher Continuous Professional Development research (HE partners)

7. Occupational pathways studies (environmental engineers)

Studies Reviewed

Generative• Application to policy• Application into curriculum• Advocacy with employers• Generative of conceptual and methodological frameworks

Conceptual framing

7

Transitioning Social –

Ecological Contexts

Transitioning

Education

Provider

Transitioning

Workplaces

Transitioning

State

Transitioning

Industry/Economy

Transitioning Job and

Occupation

Transitioning

Individual

8

Transitioning Social –

Ecological Contexts

Transitioning

Individual

Transitioning

Education

Provider

Transitioning

Workplaces

Transitioning

State

Transitioning

Industry/Economy

Systems Theory and

Critical Realism

(transformation, absence)

Overshooting Planetary Boundaries

Rockström et al, 2009

Stockholm Resilience Institute

Big Systems!

“Mismanagement of the

water crisis in the Western

Cape has led to a decline in

the province’s key tourism

industry.”

Mike Peo, Head of Infrastructure, Energy and

Telecommunications, Nedbank

Raworth, 2017. Doughnut

Economics: How to think like a

21st century economist.

Random House Business

Books, London

A Safe, Just Operating Space

Social Ecological Systems –

Environment and Development No

Longer Enemies (Raworth)

Example:

Measures to reduce food waste

13

Transitioning Social –

Ecological Contexts

Transitioning

Individual

Transitioning

Education

Provider

Transitioning

Workplaces

Transitioning

State

Transitioning

Industry/EconomyNew Economics

Theory e.g.

Raworth, 2017

Demand studies – a wider lens on economy & work:Green Markets Green State Work

Green Households Green Commons

Raworth, K. 2017. Doughnut Economics. Seven Ways to Think Like a 21st Century Economist. Random House Business Books.

Expand value chains: Linear to Cyclical

Skills for Cyclical

Economies

Design for Zero Waste

Re-Cycling

Restoration Work

Repair Jobs

Raworth, K. 2017.

Photo: Mpumalanga, 2014/2015,

Centre for Environmental Rights

Risks and Opportunities

From DEA, 2010

18

Transitioning Social –

Ecological Contexts

Transitioning

Individual

Transitioning

Education

Provider

Transitioning

Workplaces

Transitioning

State

Transitioning

Industry/EconomyTransitioning Systems

Theory e.g. Geels and

Kemp, 2001

Transitions come about

through interaction between

processes at various levels:

(a) Niche-innovations build up

internal momentum,

(b) Changes at the landscape

level create pressure on the

regime and

(c) Destabilization of the regime

creates windows of

opportunity for niche

innovations.

NOTE: Curriculum, qualifications are at the meso-level (cultural practices)

Example:

Rain water harvesting project Amanzi for Food

21

Transitioning Social –

Ecological Contexts

Transitioning

Individual

Transitioning

Education

Provider

Transitioning

Workplaces

Transitioning

State

Transitioning

Industry/Economy

Laminated systems,

Critical Realism

(Bhaskar, 2010)

Multi-Methods & Lamination:Macro-Economic & Social-Ecological Drivers of Demand• National policy and economic analysis

• National and international regulatory frameworks, environmental risk identification

Sector, System & Landscape level• New technology and development planning, industrial strategy analysis

• Cultural-historical social trends analysis

Occupations and Skills – Work Place Focus• Value chain analysis, sustainability ‘hot spots’, associated occupations

• Skills needs analyses for new green jobs and greening existing jobs

Skills Supply - Training and Education Focus• Mapping qualifications, learning pathways, articulation opportunities, providers

• Curriculum analysis in relation to skills needs analysis

Transitioning into Work* Tracer studies, career stories and vignettes (individual case studies)

23

Transitioning Social –

Ecological Contexts

Transitioning

Individual

Transitioning

Education

Provider

Transitioning

Workplaces

Transitioning

State

Transitioning

Industry/Economy

Competency theory: Wiek et al.,

2011, Scharmer, 2007

Perspective on skills:

Technical Competencies

Transforma-tional

Relational Competencies

Wiek, Withycombe & Redman. 2011. Key competencies in sustainability: a reference framework for academic development.

Sustainability Sciences; Scharmer, 2007, Field-based leadership development.

For example, Energy auditing

Skills to develop new energy audit plans

Skills to communicate new energy

audit process

25

PAGE, DEA, DHET and UNITAR, 2016

Green Economy LearningAssessment South Africa

thank you

T 27-46-6038389/90

F 27-46-6038389/90

E info@greenskills.com

Rhodes University

PO Box 94 Grahamstown,

6140

South Africa

www.greenskills.com

In Conclusion – Needs:

• More researchers and related programmes

• Greater coordination among researchers (building the field)

• More (accessible and reputable) journals for publishing and advancing this work