绿色技能与国际高等教育领域

Recognising the role of higher educationinstitutions (HEIs) in closing the green skills gapRecognising the role of highereducation institutions (HEIs)in closing the green skills gap Contents. Acknowledgement This whitepaper was produced by Times Higher Education (THE)Consultancy. We would like to thank Prince Sattam Bin AbdulazizUniversity, the University of Manchester, Singapore ManagementUniversity and SOS International for their contribution of casestudies. Literature Review:Green Skills for effective,inclusive and climate resilient development10 Global green performance in the ImpactRankings 202514 We would also like to express our gratitude to current members ofthe International Green Skills Advisory Board, who have providedinvaluable expertise and feedback throughout the frameworkdevelopment process: Introducing the International Green SkillsAssessment Framework20 Recognising the contribution of highereducation institutions (HEIs) to the globalgreen skills agenda24 Founding Members Dr Abdul Elias,Prince Sattam Bin Abdulaziz UniversityProfessor Jennifer O’Brien,University of ManchesterDr Terry Van Gevelt,Singapore Management University Creating a HEI-centric green skillsassessment methodology30 Independent Members Classroom Case Study:Student-CentricClassrooms Driving Green Learning at PrinceSattam Bin Abdulaziz University32 Darren Axe,Students Organising for Sustainability InternationalJean-Christophe Carteron,SulitestGhazala Syed,GMS Strategies Society Case Study:ProfessionalisingSustainable Finance Skills at Scale atSingapore Management University36 Government Representative Member Shellya Rogers-Webster,Minister of Education, SocialDevelopment, Youth & Culture, Government of Anguilla Global Case Study:Harnessing StudentGreen Skills Potential through the UniversityLiving Lab at the University of Manchester40 Times Higher Education Team Emily OwenShiraz HassanRowen ElliotStefanie Tan Conclusion44 Introduction In recent years, the conversation around the “greenskills” agenda has increased in importance. Variousinitiatives have been launched to demonstratethe urgency of addressing an existing andgrowing green skills gap, that finds an increasingdiscrepancy between the green roles demandedin the labour market and the graduate capabilitiesavailable to fulfil them. The Green Jobs for Youth Pact, co-created by the United NationsEnvironment Programme (UNEP), the United Nations Children’sFund (UNICEF), and the International Labour Organisation (ILO),is a key example. Its objectives include the creation of one milliongreen jobs for youth “to equip every young person with the greenskills and jobs needed to actively contribute to—and thrive in—ajust transition for all.” As a signatory to this Pact, Times Higher Education (THE) commitsto support and accelerate the efforts of the international highereducation sector to enhance the global level of green skills.As a result, we have developed the International Green SkillsAssessment Framework, in consultation with a global group ofsustainability skills experts, to recognise the existing green skillspractices of higher education institutions (HEIs) and encouragetheir continuous evolution. This whitepaper introduces the coreelements of the assessment framework, framed by the currentgreen skills landscape and a set of case studies exemplifyinginternational best practice. 1 million green Jobs the target set by the Green Jobs for Youth Pact,co-created by UNEP, UNICEF, and ILO to equipyoung people with the skills to thrive in a justtransition. discuss “green skills”, we seek to encompass something broaderand more holistic.This may be best described as the activities,initiatives and practices that a university delivers to preparetheir students for a future green society.The frameworktherefore is underpinned by a supportive, consultative andinclusive philosophy. It seeks to celebrate their attempts tofoster a green skills culture. It is highly developmental in nature– allowing participating institutions to access the assessment,whilst recognising the process of improvement, adaptation andtransformation ahead. Perhaps most importantly, it seeks to dosomething different. Whilst many green skill-related frameworksexist across governments, charities, and independentorganisations, we bring our extensive knowledge and expertiseof the higher education sector together with our expansiveglobal network – developing a framework that is experience-centric and internationally accessible. In many ways, the term “green skills” defies definition. In 2024,LinkedIn identified 1200 individual skills to fall into this category –a staggering operationalisation of the capabilities associated with afuture green economy. In the UK, the Office for National Statisticsdefines green jobs as those contributing to environmentalprotection or restoration, whilst the Department for Workand Pensions focuses on the reduction of carbon emissions.Elsewhere, definitions can be more