Recognizing Green Skills Through Non-formal Learning
Description
This open access book looks into the roles and practices of small and micro-enterprises in formal and informal economies across seven countries and one territory in terms of how they contribute to environmental and sustainable development and green skills promotion. By taking into account the perspectives in these four sectors, catering, automotive, waste management and polyvinyl chloride production, this book maps environmental green practices in the region, identifying mechanisms used to assess existing skills (i.e. knowledge, skills and competencies), and evaluating the potential for green skills inclusion in recognition, validation and accreditation.
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Persons
Dr. Margarita Pavlova (PhD Australia; PhD Russia; MEd USA; BEd
Hons
Russia) is the Director of the UNEVOC Centre (Hong Kong), which is a member of the global UNESCO-UNEVOC network, and an Associate Professor at the Department of International Education, the Education University of Hong Kong. Her research focus is on policy, planning and curriculum development in vocational education at both national and international levels, with a particular emphasis on green skills development and greening of the vocational education sector. Dr. Pavlova's regional research and development projects in Asia have been funded by different agencies including the Asian Development Bank, The World Bank, UNESCO and the European Training Foundation (ETF). Dr. Pavlova has published widely in the fields of her expertise. She currently serves on the editorial advisory boards of two book series published by Springer:
Technical and Vocational Education and Training: Issues, Concerns and Prospects
,and
Education in the Asia-Pacific Region: Issues, Concerns and Prospects
.
Dr. Madhu Singh is a Senior Programme Specialist at UNESCO Institute for Lifelong Learning, Hamburg (Germany). Her specialisations are mainly research, policy advice, organising North-South and South-South policy dialogues and capacity building workshops; networking with relevant stakeholders across sectors in UNESCO Member States; establishing state-of-the-art reviews in the fields of lifelong learning policies and strategies; recognition of non-formal and informal learning; national qualifications frameworks; adult learning and the world of work; and quality assurance issues in lifelong learning.