TAESUS501A Analyse and Apply Sustainability Skills for Energy Efficiency to Learning Programs.
-
Upload
leonel-woodcox -
Category
Documents
-
view
214 -
download
0
Transcript of TAESUS501A Analyse and Apply Sustainability Skills for Energy Efficiency to Learning Programs.
TAESUS501A Analyse and Apply Sustainability Skills for Energy Efficiency to Learning Programs
Swinburne
Welcome and Introduction
Swinburne
3
- Explore the link between sustainability and energy use, management, and efficiency
- identify relevant sustainability issues and impacts related to energy and explore current and emerging practices within specific industry sectors
- review key initiatives and policy related to education (sustainability skills and energy)
- research sustainability skill requirements focused on energy, management and efficiency for a specific industry area to support sustainability
- Learn how to customise a learning program to incorporate sustainability skills focused on energy use, management and efficiency.
- Engaging sustainability and energy practitioners
Objectives of two day workshop
Swinburne
4
1. Research sustainability and energy efficiency impacts and opportunities of an industry area
2. Determine sustainability skills focused on energy efficiency relevant to training
3. Customise program to incorporate sustainability skills focused on energy efficiency
TAESUS501A Assessment OverviewAnalyse and apply sustainability skills for energy efficiency to learning programs
Swinburne
- You name- Your industry area- Your secret to a good life
Introductions
Swinburne
6
Sustainability - Some historical developments
1972 Conference on the Human Environment (Stockholm)
1973 United Nations Environment Programme (UNEP)
1983 World Commission on Environment and Development (WCED)
1987 Brundtland Report
1988 Intergovernmental Panel on Climate Change (IPCC)
1992 UN Conference on Sustainable Development (Rio ‘Earth Summit’)
1997 Kyoto Protocol – Kyoto (Japan)
2004 National Framework for Energy Efficiency (NFEE)
2007 National Strategy for Energy Efficiency
2006 Stern Review (UK)
2007 Garnaut Climate Change Review (Australia)
2009 Copenhagen Summit
2011 Commonwealth of Australia, Clean Energy and other Skills
2012 Introduction of the Carbon Tax (Australia)
Swinburne
Living Sustainably: National Action Plan
• transformation and change
• envisioning a better future
• critical thinking and reflection
• participation
• partnerships for change
• systems thinking
• education for all and lifelong learning(Source: Department of the Environment, Water, Heritage and the Arts, 2009. Living Sustainably- The Australian Government’s National Action Plan for Education for Sustainability http://www.environment.gov.au/education/publications/pubs/national-action-plan.pdf )
Principles of Education for Sustainability (EfS)
SwinburneEducation 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.
Swinburne
TERTIARY EDUCATION FOR SUSTAINABILITY CONTEXT
Low scientific, eco-literacy and energy literacy in community ….the science of climate change…..
Huge demand for sustainability skills and knowledge…for transition to a low-carbon future…
All new graduates need sustainability skills and knowledge..
All courses need to embed sustainability whether hairdressers or architects…
All existing workers also need upskilling: sustainability skills and knowledge…
We need to provide skill transition packages for carbon intensive trades and professions….
World Café Activity What is sustainability?
There are many definitions of sustainability.
In a group, develop your own definition of sustainability & how it relates to energy use, energy management and efficiency: 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.
Sustainability & Energy
Drivers of change:
• Policy background – key initiatives
• Emerging green skills in your industry
• Sustainability skills in industry
Swinburne
• Clean Energy and Other Skills• National Framework for Energy Efficiency• National Strategy for Energy Efficiency• Green Skills Agreement (2009)• Living Sustainably, National Action Plan for Education
for Sustainability (DEWHA, 2009)• National VET Sector Sustainability Policy & Action
Plan (2009)
Key Initiatives - Australia
Swinburne
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. Up skill 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.
National Green Skills Agreement
Swinburne
Investment of $32 million over 4 years for key industry tradespeople and professionals for delivery of clean energy services, products and advice to Australian communities and businesses.
- The Package has four elements:
baseline mapping project
trades training
professional training
integration of energy efficiency skills.
Commonwealth of Australia, Department of Education, Employment and Workplace Relations, Clean Energy and Other Skills Package http://www.deewr.gov.au/Skills/Programs/WorkDevelop/ClimateChangeSustainability/Pages/CleanEnergySkills.aspx
Clean Energy and Other Skills Package
Swinburne
15
Identify energy demand, management and efficiency requirements specific to your industry context related to:
- legislation,
- standards and
- codes of practice.
Group Activity
SwinburneSustainability skills – Why now?
1. What are the implications of this Agreement for your industry?
2. What are the implications of ‘values and attitudes’ for yourself as an educator/your training organisation?
3. Provide some examples of how we can teach values and attitudes for sustainability in your industry sector.
4. List barriers for your industry in implementation. Describe some ways you and your training organisation could address these barriers.
Small Group ActivityGreen Skills Agreement & Clean Energy and
Other Skills
Sustainability & Energy
Issues and impacts related to:
• Energy use
• Energy management
• Energy efficiency
Swinburne18
• Cost savings through eco-efficiencies• Changing consumer sentiment • Innovation and business opportunities • Economic costs of climate change • Corporate social responsibility/triple bottom line• Others?
Drivers for industry
SwinburneSustainability issues and Impacts for industry
ABC Science production series: ‘Crude: the incredible journey of oil’
View Crude part 1
The series is a visual journey of the formation of fossil fuels from the age of the dinosaurs offering insight into the current release of greenhouse gases related to energy use.
Video
Sustainability issues and Impacts for industry
Swinburne
Activity - Effects Wheel
In small groups, discuss:
What are the effects of energy use?
Complete the Effects Wheel handout
Swinburne
22
- Industry Drivers
- Insert a relevant industry case study on best practice related to energy use, management, efficiency, etc.
Industry Case Study
• Review of main topics
• Questions
• Till’ tomorrow
Review & Close
Welcome Back
Review
Swinburne
Identifying sustainability skills related to energy
Swinburne
Group discussion
Based on the sustainability issues and impacts related to energy in my industry:
- What are the implications of these for the VET sector? - What are the required sustainability skills for clean energy and
energy efficiency?- How will it affect your role as an educator?- What are your reflections/thoughts so far?
Sustainability implications for VET
Swinburne
1. New job creation.
2. Job substitution.
3. Realignment or transformation of many existing jobs.
4. Some existing jobs may be eliminated.
United Nations Environment Program (UNEP)
Sustainability implications for VET
Four main labour market adjustments will occur during the transition to a sustainable economy:
Swinburne
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.
Applying EfS principles and tools:
Swinburne
29
Sustainability skills and industry
Imagine your industry in five years time in a sustainable future.
- What new practices might emerge as the industry reduces
energy use and becomes more efficient? - What 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?
Activity – Visualising the future
Applying Education for Sustainability in VET to support
energy management and efficiency
Customing Programs
Swinburne
Select a unit of competency you are / will be teaching
1. Critique the unit for the key sustainability skills content related
to energy efficiency.
2. Consider where sustainability skills for energy use,
management or efficiency can be embedded.
3. Research and identify useful resources from the Energy
Efficiency Opportunities Exchange (EEOX) or EfS web and
printed resources, vocationally specific best practice and
resources relevant to your teaching area
Embedding Energy Related Sustainability Skills (1 of 2)
Swinburne
4. Develop the overall structure and plan for your teaching and
learning program, and establish monitoring and reporting
methods.
5. Use your research to plan teaching and learning activities (or PD
for your staff or combination or these).
6. What might be some challenges or barriers to implementation?
Adapted from: http://www.eauc.org.uk/sorted/files/esd-embedding_1.pdf
Embedding Energy Related Sustainability Skills (2 of 2)
Swinburne
33
- Insert sample unit content to support discussion here
Example Unit
Swinburne
34
Who are the experts in your area? How do you know? Use the internet and brainstorm as a group. Example
• peak industry or international groups• Industry / VET contacts at TAFEs and universities or
Industry Skills Councils• engineers, energy auditors or assessors• energy retailors or generators• state and / or federal government departments• local government – sustainability officers• independent agencies, e.g. Choice, PA, environmental
watchdogs• colleagues and personal networks.
Group Activity: Sustainability and Energy Specialists
Swinburne
- Reflection and Discussion
- How do we create an enabling environment for transformational learning?
- How might we teach differently to create change?
Sustainability implications for VET?
Evaluations
Feedback
Thank you
This publication was funded under the National Strategy for Energy Efficiency and is a joint initiative of Australian State and Territory Governments. The publication should be attributed to the National Centre for Sustainability, Swinburne University of Technology.
This publication is licensed under a Creative Commons Attribution 3.0 Australia licence. In essence, you are free to copy, distribute the work, as long as you attribute the work and abide by the other licence terms. To view a copy of this licence, visit: http://creativecommons.org/licenses/by/3.0/au/
This document must be attributed as the work of the National Centre for Sustainability, Swinburne University of Technology and funded under the National Strategy for Energy Efficiency.
© Sustainability Victoria 2012