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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
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
