We are proud of Sigiriya and often boast about our conquest of climbing that ancient rock. But, do we ever stop to think, how our ancestors of yesteryear with their ‘primitive ecological wisdom’ solved their environmental problems at that time for us to have a great life today.
The Meethotamulla tragedy and the subsequent flabbergasting scenarios of aborted efforts to dispose garbage should set any mindful citizen thinking on urgent issues of human-environment interactions such as, urbanization, population growth, consumption and environment degradation.
Sustainable Development
In 1984, the World Commission on Environment and Development defined sustainable development as ‘development that meets the needs of the present without compromising the ability of future generations to meet their needs. ’ This implies objectives such as‘effective protection of the environment, social progress that recognizes the needs of everyone, the prudent use of natural resources and maintenance of high and stable levels of economic growth and employment’, should be integrated into our development efforts.
Due to the steady global warming and the subsequent rapid climate changes, an island nation like ours surrounded by the mighty Indian Ocean, can expect an increase in heatwaves, floods, droughts and cyclones –exposing us to become‘environmental refugees.’ This should make us sensitive to issues pertaining to the environment and prompt us to ask questions as to how Technical and Vocational Education and Training (TVET) should be carried out to minimize these challenges.
According to UNESCO (2005), education for sustainable development should focus on ten key themes: Overcoming poverty, Gender equality, Health promotion, Environmental conservation and protection, Rural transformation, Human Rights and citizenship, Intercultural understanding of peace, Sustainable production and consumption, Cultural diversity, Information and communication technologies.
Sustainability is about adaptation;‘the capacity of people to adapt and cope with their environments as individuals and as a part of social organizations’.
Acceptance of NVQ
TVET programs are geared to improve sustainable development, productivity and employability of youth. It is heartening to see, the private sector accepting the National Vocational Qualification (NVQ) process as a globally recognized qualification. They agree that the TVET system should produce well-trained skilled workers who have the skills required by employers.
The uniqueness of the National Vocational Qualification (NVQ) process is that it is an internationally accepted framework that has great potential to formulate a unified curriculum for different trades and technologies.
The Competency Based Training (CBT) framework and the pedagogical approaches that are espoused by NVQ, concentrate on building core competencies that are required to perform task skills and task management skills by different occupations.
By following NVQ level study programs, youth can raise their craftsmanship and dignity in a particular occupation. For skilled workers who lack formal qualifications, there is provision to earn acknowledgment through the Recognition of Prior Leaning (RPL) process. Further, NVQ is structured in such a way as to encourage continuous education and job aspirations.
Different facets of TVET
The aim of vocational training providers should be to train youth to meet industry labour requirements, since the business sector desires to develop a competent workforce fit for the purpose. Right steps are being taken by TVET to bridge the gaps between vocational curriculum and labour market opportunities, by redeveloping or re-conceptualizing vocational courses with private sector inputs.
The private sector is moving away from their previously held view of expecting a workforce that is fully trained to meet their workplace requirements, because of the rapid advancements in technologies and the uniqueness of business dispositions. At present, they encourage flexible training delivery, taking a keener interest to provide meaningful on-the-job training for youth. The value of flexible training strategies is ushering in the necessary cultural change among training providers and industry, making the NVQ process successful.
Through a holistic and multidisciplinary approach, trainees are being taught technical and problem solving skills which are of paramount importance. Further, they are given training on soft skills, English language and IT, which is commendable. For vocational trainees to become responsible citizens, they should be coached in a wide range of social and life skills, including values, attitudes, self-esteem, self-efficacy and dignity. In addition, they should be given practical demonstrations on how ‘deep green values’ and strategies could be implemented through their respective occupations.
Skills for the future and sustainability
As a country, we have been blessed and entrusted with sublime landscapes, beautiful mountain ranges, world famous beaches, thick tropical rainforests and unparalleled coral reefs that add aesthetic value to the entire world and now, we have the responsibility to protect them for posterity.
Hence, TVET should partner more passionately with the private sector on environmental protection issues such as, reducing toxic emissions, e-waste disposal, green construction, ecotourism and wastage management, etc., and work towards strong ecosystems that serve humanity. If we are to forge ahead with a sustainable philosophy, we could learn from countries such as India, Germany, Australia and UK who have gone ahead in TVET, Sector Skills Councils and CSR Interventions.
In our quest for future skills, TVET should function as the bedrock of sustainable development.
(The writer is an HRD practitioner)