Greening TVET and Its Importance for Bangladesh

Introduction

In the current era of global environmental challenges, including climate change, biodiversity loss, pollution, and natural resource depletion, countries worldwide are seeking sustainable pathways for development. Technical and Vocational Education and Training (TVET) plays a pivotal role in this context by equipping the workforce with the necessary skills to support a green and sustainable economy. Over the course of my work in Bangladesh’s TVET sector, I have observed that integrating environmental sustainability into TVET—commonly referred to as “Greening TVET”—is not only desirable but essential for ensuring resilient development in Bangladesh.

Greening TVET is a multifaceted approach that integrates climate action, sustainable resource management, and environmental care into vocational education. It prepares learners to pursue green jobs and adopt sustainable practices in their workplaces and communities. For Bangladesh, a country highly vulnerable to climate hazards such as floods, cyclones, and river erosion, greening our TVET system can drive sustainable economic growth, social inclusion, and environmental protection.

This article explores the concept of Greening TVET, its relevance to Bangladesh, the current policy and implementation landscape, challenges encountered, and strategic recommendations to institutionalize this approach effectively within Bangladesh’s TVET system.

Understanding Greening TVET

Greening TVET involves redesigning curricula, training methodologies, and institutional practices to include sustainable principles and skills. It covers a range of competencies, including energy efficiency, waste reduction, renewable energy technologies, sustainable agriculture, water conservation, and environmental management systems. The ultimate goal is to enable TVET graduates to contribute to a green economy, reduce environmental footprints, and foster social responsibility.

The United Nations’ Sustainable Development Goals (SDGs), especially SDG 4 (Quality Education) and SDG 13 (Climate Action), underline the importance of equipping learners with knowledge and skills for sustainable development. Greening TVET aligns directly with these goals and supports other SDGs by promoting decent work, innovation, and sustainable cities.

Policy Context in Bangladesh

In Bangladesh, the government has recognized the importance of sustainability in its national development frameworks. The Bangladesh Climate Change Strategy and Action Plan (BCCSAP) 2021 and the Perspective Plan 2041 emphasize green growth and climate resilience. Moreover, the National Skills Development Policy and the Strategic Roadmap for TVET stress the need for skill development aligned with emerging green industries.

The TVET Policy of Bangladesh acknowledges environmental issues and encourages integrating green skills into vocational training. However, operationalizing these policies at scale to achieve a comprehensive Greening TVET system remains a work in progress.

Key government ministries, including the Ministry of Education, Ministry of Environment, Forest and Climate Change, and Ministry of Labour and Employment, have made initiatives to incorporate green technology and sustainability principles into TVET training centers. Bangladesh’s commitment to international agreements, such as the Paris Climate Accord, further underpins the policy framework supporting green skills development.

Implementation Context in Bangladesh

While acknowledging the policy framework’s strengths, the implementation of Greening TVET in Bangladesh faces practical challenges. Many TVET institutions lack adequate infrastructure, trained faculty, and relevant curriculum materials to deliver green education fully. There is also a disconnect between green industry demand and TVET offerings.

Despite these barriers, promising pilot projects and donor-supported programs have begun to demonstrate successful integration of green skills training. Renewable energy, sustainable agriculture, waste management, and eco-friendly construction are sectors where recent TVET initiatives have introduced green modules.

Partnerships between government bodies, development partners, industry, and civil society have been pivotal in advancing green TVET implementation. For example, Skills for Employment Investment Programs (SEIP) and projects with the International Labour Organization (ILO) and GIZ have supported curriculum development, trainer capacity building, and stakeholder engagement focused on sustainability.

Green Curriculum Development

A core pillar of Greening TVET is the design of a curriculum that systematically embeds environmental issues and green skills across trades and occupations. Bangladesh’s TVET curriculum development process must incorporate:

• Assessment of green skill demands in labor markets.

• Inclusion of green competencies in technical standards and qualifications.

• Development of green learning materials and modules.

• Continuous review and updating of curricula to keep pace with new green technologies and practices.

By integrating environmental management and sustainability competencies across TVET programs—from agriculture to manufacturing to service sectors—graduates will be prepared for emerging green jobs and green practices within existing jobs.

Infrastructure and Green Campuses

Physical infrastructure plays an important role in conveying the principles of sustainable development. Introducing green energy systems like solar power, rainwater harvesting, waste management practices, and efficient building designs into TVET campuses can enhance experiential learning.

Bangladesh faces resource constraints for wide-scale green infrastructure adoption, but incremental steps in flagship TVET centers can demonstrate best practices. Green campuses serve as “living labs” where learners experience sustainable practices firsthand and develop a deeper commitment to environmental stewardship.

Faculty Capacity and Trainer Development

Adequate capacity of trainers and educators is crucial for successful Greening TVET. Trainers must be equipped with knowledge of green technologies, environmental management, and pedagogy that integrates sustainability.

In Bangladesh, professional development programs and certification pathways for trainers specializing in green skills are essential. Collaboration with international partners and green industry experts can provide quality training resources and knowledge transfer.

Industry Engagement and Job Market Alignment

Greening TVET must be demand-driven, aligned with the job market realities and future trends in Bangladesh’s economy. Effective coordination with green industry sectors—renewable energy companies, agro-industry, sustainable tourism, waste and water management firms—ensures training relevance.

Mechanisms for employer engagement such as sector skills councils, apprenticeships, and internships provide hands-on green skills experience and enhance employability.

Challenges to Greening TVET in Bangladesh

Several challenges hinder the full realization of Greening TVET in Bangladesh:

• Limited financial and technical resources for green infrastructure and curriculum development.

• Lack of comprehensive data on green jobs and skills demand.

• Insufficient capacity and incentives for faculty to acquire green competencies.

• Weak coordination between TVET authorities, industries, and environmental agencies.

• Limited awareness among learners and communities about green opportunities.

• Sociocultural and economic barriers affecting the inclusion of marginalized groups in green skills training.

Strategic Recommendations

To accelerate Greening TVET in Bangladesh, I recommend the following:

1. Policy Harmonization: Strengthen integration of green TVET goals within all national education and development plans, ensuring clear mandates and budgets.

2. Curriculum Innovation: Establish a national framework for green competency standards with active participation from industry and environmental experts.

3. Capacity Building: Develop specialized training programs for educators and TVET leaders on sustainability principles and green technologies.

4. Infrastructure Investment: Mobilize public and private funding to pilot green campuses and upgrade existing facilities with eco-friendly technologies.

5. Partnerships and Collaboration: Foster multi-stakeholder partnerships involving government, private sector, NGOs, and international development agencies.

6. Labor Market Intelligence: Conduct comprehensive research on emerging green jobs and skills to guide TVET program design.

7. Awareness and Inclusion: Raise awareness campaigns among youth and marginalized communities and design inclusive training models to reach vulnerable populations.

8. Monitoring and Quality Assurance: Implement robust mechanisms to monitor green TVET delivery and outcomes against national targets.

Conclusion

Greening TVET presents a pathway for Bangladesh to align its workforce development with climate resilience and sustainability priorities. It offers opportunities to catalyze green economic growth, create decent green jobs, and empower citizens as responsible environmental stewards.

While challenges exist, Bangladesh’s commitment to policy frameworks and emerging pilot initiatives signal readiness to embrace Greening TVET more comprehensively. By strategically strengthening curriculum, faculty capacity, infrastructure, and partnerships, our TVET system can lead the transition toward a greener future.

As a professional engaged in the TVET sector, I am dedicated to fostering this transformation, convinced that Greening TVET is indispensable for sustainable national progress and the well-being of future generations.