The Development of Green Skills through the Local TAFE Institute as a Potential Pathway to Regional Development

Autor/in	Brown, Mike
Titel	The Development of Green Skills through the Local TAFE Institute as a Potential Pathway to Regional Development
Quelle	In: International Journal of Training Research, 11 (2013) 1, S.27-43 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.5172/ijtr.2013.11.1.27
Schlagwörter	Foreign Countries; Vocational Education; Climate; Economic Development; Energy; Conservation (Environment); Sustainable Development; Sustainability; Adult Education; Adult Learning; Case Studies; Focus Groups; Professional Development; Qualitative Research; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Klima; Wirtschaftsentwicklung; Energie; Conservation; Environment; Konservierung; Bewahung; Umwelt; Nachhaltige Entwicklung; Nachhaltigkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Case study; Fallstudie; Case Study; Qualitative Forschung; Australien
Abstract	This study analyses how one Victorian regional TAFE Institute is working towards understanding and contributing to skill formation for the green economy. While we already know that the provision of vocational education and training in regional areas contributes to regional innovation and development (Kilpatrick, Johns and Rosenblatt, 2000; Gelade and Fox, 2008; Kearns, Bowman and Garlick, 2008; TAFE Directors Australia, 2011), this research provides a case study of how this is occurring with regard to the development of green skills. The study presents the perceptions and understandings of participants drawn from four different cohorts. These cohorts are: (1) key players in the community/industry representatives; (2) TAFE managers; (3) TAFE teachers; and (4) TAFE students. The study found that work and jobs are changing to become more sustainable though investment in large scale alternative energy generation while often lauded had failed to reach fruition. Likewise, VET training programs are also changing with teachers and students contributing to the complex arrangements around the supply and demand for green skills. The teachers at this regional TAFE who participated in the study reported that they were well supported in accessing and participating in relevant sustainability-related professional development. Finally, numerous examples were evident throughout the study of how the work performed by staff at this TAFE institute was contributing towards regional and community development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01