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TAESUS501A Analyse and Apply Sustainability Skills to Learning Programs

TAESUS501A Analyse and Apply Sustainability Skills to Learning Programs. Welcome and Introduction. TAESUS501A Analyse and apply sustainability skills to learning programs. Element 1 – Research sustainability skill requirements of an industry area

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TAESUS501A Analyse and Apply Sustainability Skills to Learning Programs

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  1. TAESUS501A Analyse and Apply Sustainability Skills to Learning Programs

  2. Welcome and Introduction

  3. TAESUS501A Analyse and apply sustainability skills to learning programs • Element 1 – Research sustainability skill requirements of an industry area • Element 2 – Determine sustainability skills relevant to training • Element 3 – Customise program to incorporate sustainability skills

  4. Objectives of two- day workshop At the end of this workshop, you should know how to: • identify relevant sustainability issues and impacts of an industry area and be familiar with current and emerging practices in relation to sustainability within that industry • cite key initiatives and policy related to sustainability skills in Australia • research sustainability skill requirements of an industry area • identify specialist sustainability practitioners • analyse and document relevant and potential sustainability skills in a training specification • customise a learning program to incorporate sustainability skills and applying Education for Sustainability principles.

  5. Introductions • Your name • Your industry area • What is your secret to a good life?

  6. Sustainability – issues and impacts

  7. World Café Activity What is sustainability? There are many definitions of sustainability. In a group, develop your own definition of sustainability: key words, concepts, principles. Appoint a scribe. Scribe stays with your ideas, others swap to another scribe. Rework, fill in gaps from previous group. Report back to the whole group. Form a definition that satisfies the whole group.

  8. Sustainability issues and Impacts for industry • Activity – Life cycle analysis (LCA) • Choose an item/material from your industry. • Use LCA template to trace its history and future.

  9. Sustainability issues and Impacts for industry

  10. Sustainability implications for VET? • Group discussion • What are the sustainability issues and impacts in my industry? • What are the relevant sustainability skills required? • What are the implications of these for the VET sector?

  11. Overview of today • Sustainability skills – Key initiatives and policy • Drivers of change. • Policy background – key initiatives. • Emerging green skills in your industry. • Sustainability skills in industry.

  12. All new graduates need sustainability skills and knowledge.. Low scientific and eco-literacy in community ….the science of climate change….. All courses need to embed sustainability whether hairdressers or architects… TERTIARY EDUCATION FOR SUSTAINABILITY CONTEXT We need to provide skill transition packages for carbon intensive trades and professions…. Huge demand for sustainability skills and knowledge…for transition to a low-carbon future… All existing workers also need upskilling:sustainability skills and knowledge…

  13. Key Initiatives - Australia • Green Skills Agreement (2009) • Living Sustainably, National Action Plan for Education for Sustainability (DEWHA, 2009) • National VET Sector Sustainability Policy & Action Plan (2009)

  14. National Green Skills Agreement We need Australian trades and professions trained and educated in sustainability Primary objectives: 1. Develop national standards for skills for sustainability instruction 2. Revise training packages to incorporate skills for sustainability 3. Upskill vocational education and training (VET) teachers and instructors to deliver skills for sustainability 4. Support vulnerable workers through the transition to a low-carbon economy.

  15. Sustainability skills – Why now? • Green Skills Agreement – Group activity What are the implications of this Agreement for your industry? What are the implications of ‘values and attitudes’ for yourself as an educator/your training organisation? Provide some examples of how we can teach values and attitudes for sustainability in your industry sector. List barriers for your industry in implementation. Describe some ways you and your training organisation could address these barriers.

  16. 18 • Drivers for industry • Cost savings through eco-efficiencies • Changing consumer sentiment • Innovation and business opportunities • Economic costs of climate change • Corporate social responsibility/triple bottom line • Others?

  17. Sustainability skills and industry

  18. Sustainability implications for VET? • Group discussion • How will sustainability impact the VET sector? • How will it affect your role as an educator? • What are your reflections/thoughts so far?

  19. Sustainability skills – Why now? • Four main labour market adjustments will occur during the transition to a sustainable economy: New job creation. Job substitution. Realignment or transformation of many existing jobs. Some existing jobs may be eliminated. United Nations Environment Program (UNEP)

  20. Sustainability skills and industry • Activity – Visualising the future • Imagine your industry in five years time in a sustainable future. • What new practices might emerge as the industry becomes more sustainable? • What sustainability skills, knowledge, values and attitudes will workers need to support new practices? • How might they develop these new skills? • What are the steps or changes that will take the industry there?

  21. Activity: Identify industry legislation, standards and codes of practice that apply to your VET industry context. • social • environmental • economic.

  22. Group Activity – Identify expert sustainability practitioners in your industry area • Who are the sustainability experts in your area? How do you know? Use the internet/brainstorm • Industry Skills Council • peak industry groups • international industry groups • industry/VET contacts at TAFEs and universities • state and federal government departments • local government – sustainability officers • independent agencies, e.g. Choice, PA, environmental watchdogs • colleagues and personal networks.

  23. Identifying sustainability skills

  24. Teaching effectively to create the change we need …

  25. Activity – What constitutes effective learning? • In pairs/a group, brainstorm the following questions and record: • Drawing from your own VET practice or other teaching experience, what do you do well as a teacher/facilitator? • How do you know good learning is taking place? • What are some characteristics of engaged learning? • What are some characteristics of student disengagement with learning?

  26. Education in the 21st century…. Life-long requiring: • high level of creativity • critical thinking • decision-making skills • adaptability and flexibility • effective information retrieval and evaluation • holistic/systemic learning: seeing the connections • education for a sustainable future.

  27. Principles of EfS • transformation and change • envisioning a better future • critical thinking and reflection • participation • partnerships for change • systems thinking • education for all and lifelong learning • (Source: Living Sustainably: National Action Plan)

  28. Applying Education for Sustainability in VET

  29. Applying EfS principles and tools: • Of the 7 EfS principles, three in particular provide a range of useful tools for EfS ‘classrooms’: • envisioning a better future • critical thinking and reflection • systems thinking.

  30. Sustainability implications for VET? • Reflection and Discussion • How do we create an enabling environment for transformational learning? • How might we teach differently to create change?

  31. A simple approach to embedding sustainability skills and applying EfS into a unit of competency • Select a unit of competency, or part of a unit, that you are teaching or would like to develop. • Critique the unit for the key sustainability skills content and EfS pedagogies. Consider where the unit lends itself to embedding sustainability skills and EfS. • Use the information from point 2 to begin to develop the embedding of relevant sustainability skills content and EfS principles/tools into the unit. • Research and identify useful resources from the EfS web and printed resources, vocationally specific best practice and resources relevant to your teaching area via relevant professional bodies and Industry Skills Councils, particularly those relating to your industry, if available.

  32. A simple approach to embedding sustainability skills and applying EfS into a unit of competency. Cont: • 5. Develop the overall structure and plan for your teaching and learning program, and establish monitoring and reporting methods. • 6. Use your research to plan teaching and learning activities (or PD for your staff or combination or these). • 7. What might be some challenges or barriers to implementation? Adapted from: http://www.eauc.org.uk/sorted/files/esd-embedding_1.pdf

  33. Information about where and how the coffee is grown? Are the growers paid fairly? Sustainability of the coffee industry? Research the sustainability issues in the coffee growing industry. Develop a concept map of the coffee industry and identify sustainable practices in the industry. What is the ecological footprint of the choice of cups used? Are customers given the choice of cups and incentives to bring their own? From unit of competency SITHFAB012A Prepare and serve espresso coffee

  34. Sustainability implications for VET? • Thank you

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