Implementing Green Skills into TVET Curriculum in

Polytechnics in Bangladesh.
Md. Yousup Ali, Instructor, Technical Training Center, Narail. Bangladesh.
yousupali121@gmail.com

Abstract:
Green abilities are desperately needed in the green industry. Nonetheless, many TVET institutions
have yet to incorporate green skill elements into their curriculum because the types of green talents
required by the green industry are unknown. As a result, this study was carried out to identify the
green skills that should be included in TVET curricula from the perspective of engineering teachers in
Polytechnics. The nature of this research was descriptive, with data obtained utilizing a self-developed
questionnaire. Four polytechnics in Jashore, Khulna, Magura, and Jhenidha were involved. This study
included 342 engineering professors from three engineering departments (civil, electrical, and
electronics engineering). According to the findings, the TVET curriculum should include some of the
following green skills: problem-solving skills related to environmental pollution, interpretative skills
on environmental phenomena, research skills on environmental issues, data collection skills, analytical
skills, exploitation skills on green technology, management skill on natural resources, design skill,
controlling skill on environmental pollution, raw material management skill, energy saving skill,
recycling. It is advised that Polytechnics incorporate these green skills into their program curriculum
to generate graduates who can meet the needs of the green industry.

Keywords: Green skill, TVET, curriculum, polytechnic

1. Introduction
Green technology is quickly advancing in the twenty-first century, gaining attention from both the
government and the industrial sectors. Green growth has been identified as one of six thrusts in
Bangladesh's 11th Bangladesh Plan, which focuses on sustainable environmental development. Due
to increased awareness of environmental protection and conservation, the social and scientific
communities have actively debated sustainable development in nearly every facet of life in recent
years.
Due to poor technological and technical levels, most historical and current economic activities do
not contribute to sustainable development in social, economic, and environmental aspects
(Setiawan, 2017). Countries all around the world are today dealing with the repercussions of
environmental pollution, as well as the difficulties of environmental deterioration and climate
change (ILO, 2011). Environmental pollution will cause weather changes, extreme droughts or
monsoon season, sea-level rise, global warming, and other effects (Mousavi, Irish, Frey, Olivera, &
Edge, 2011). All countries, particularly the developing and undeveloped ones, must bear large costs
as a result of environmental issues that would eventually hurt economic and social activities (Sern,
Zaime, & Foong, 2018).
To address environmental issues, the existing economic model should be converted into a green
economy model. The green economic model is viewed as an alternate approach that will benefit
national development without negatively impacting the environment (Reilly, 2012). This is because
shifting from a conventional economic model to a greener economy would result in the development of
new green technology, more investment in the green industry, and the creation of more new green jobs
(ILO, 2011). Green occupations necessitate personnel with green expertise (Setiawan, 2017). However,
the majority of graduates, particularly in the field of TVET, lack the green skills required by the green
business. This is because the elements of green skills are not highlighted in the TVET program.
Workers who lack green skills may struggle to complete the duties assigned to them. In line with the
aforementioned considerations, the study was carried out to determine the green skills that should be
introduced into the curriculum for the engineering program given in TVET schools, notably in
Polytechnics, due to the huge number of polytechnics in Bangladesh.
In the context of the twenty-first century, the green economy is viewed as an economic model that can
drive national development. A green economy not only generates economic growth, but also focuses on
sustainable development, which in turn improves people's quality of life in economic, social, and
environmental aspects (OECD, 2018). Nonetheless, the benefits of the green economy will not be
obvious unless the green industry supports them. In general, the green industry is environmentally
benign.
Within the framework of the twenty-first century, the green economy is viewed as an economic model
that can drive national growth. A green economy not only generates economic growth, but also focuses
on sustainable development, which improves people's quality of life in economic, social, and
environmental aspects (OECD, 2018). Nonetheless, the benefits of the green economy will not be
obvious without the backing of the green industry. In general, the green industry refers to
environmentally beneficial industries.
The green industry will provide green jobs, whilst traditional work can be "greened" by including green
aspects (Sern, Zaime, & Foong, 2018). For example, an interior designer's work is deemed green if the
design incorporates an ecologically friendly notion, such as creating a building with natural ventilation
systems or optimizing the use of natural lighting. Green jobs are defined as any work in agriculture,
manufacturing, research and development (R & D), administration, or service activities that contribute
to the preservation and conservation of environmental quality (UNEP, 2008).
Workers with green talents are needed for green occupations. Green skills are described broadly as
skills for sustainability, which include technical skills, knowledge, beliefs, and attitudes required by a
worker to build and sustain the social, economic, and environmental components (McDonald, Condon,
& Riordan, 2012).

3. Methodology
The current study used a survey strategy with a quantitative approach. Four polytechnics were
chosen from the Jashore, Khulna, Magura, and Jhenidha districts.

3.1 Research Sampling

This study included 342 engineering professors from the Departments of Civil Engineering (116
Instructors), Electronics Engineering (117 Instructors), and Electrical Engineering (109 Instructors).
The research sample included 60.5% (207) male lecturers and 39.5% (135) female instructors.

3.2 Instrument
The engineering questionnaire containing 13 green abilities was used to assess instructors' impressions
of green talents. The questionnaire's measuring scale was a 5-point scale with 1 (strongly disagree), 2
(disagree), 3 (approximate), 4 (agree), and 5 (strongly agree). The instrument's validity was verified
using expert validity, in which three experts were chosen to evaluate the questionnaire. Items were
corrected and refined in response to expert comments and suggestions. Furthermore, the questionnaire
has a sufficient level of reliability ( = 0.97).
4. Findings
A total of 350 questionnaires were delivered to polytechnic instructors from the engineering
departments. 342 people responded. The percentage of surveys returned, or the feedback rate, was
96%. A descriptive statistic was used to compute a mean score from the data. Table 1 displays the
mean score and standard deviation for the green skill items
Table 1 - Mean Score (M) and Standard Deviation (SD) for Green Skills
The following green skills should be integrated into TVET programme’s
M SD
curriculum:
Environmental pollution problem-solving ability. 4.34 0.89
Environmental phenomenon interpretation ability 4.38 0.83
Environmental research abilities 4.43 0.81
4.34 0.89
Analytical skill
Exploitation skill on green technology 4.38 0.86
Management skills in natural resources 4.45 0.81
Design skill 4.46 0.84
Controlling skills on environmental pollution 4.49 0.77
Raw material management skill 4.49 0.77
Energy saving skill 4.59 0.69
 Recycling skill 4.61 0.73
Reuse skill 4.64 0.72

Based on the results illustrated in Table 1, in general, the mean scores for the analysed items are located
between 4.34
to 4.64. This indicated that all items are at a high level. In specific, item K13 (recycling skill) has
gained the highest mean (M=4.64; SP = 0.72), whereas “analytical skill”, which is represented by
item K5, has yielded the lowest mean score (M=4.34; SP = 0.89

Conclusion
To continue social, economic, and environmental development, the existing economic model must be
converted to a more environmentally friendly economic model. This economic transition necessitates
industry participation and assistance. Industrial organizations, for example, can effect change by
incorporating green components into their administrative and manufacturing processes. These changes
will result in the creation of green jobs and the need for individuals with green skills. Polytechnics, for
example, play an important role in producing workers who can meet the needs of the green industry. As
a result, existing curricula in training institutions must be altered to incorporate the element of green
skills into the curricula of the programs of study offered by educational institutions. Based on the
outcomes of this study, various green skills should be incorporated into the engineering program
curriculum at Polytechnic. These green skills are problem-solving skills related to environmental
pollution, interpretative skills on environmental phenomena, research skills on environmental issues,
data collection skills, analytical skills, exploitation skills on green technology, management skills on
natural resources, design skills, controlling skills on environmental pollution, raw material management
skill, energy-saving skill, recycling skill, and reuse skill. Green skills curriculum will generate
individuals capable of meeting industrial demands while also contributing to economic, social, and
environmental sustainability.

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