PREPARING THE WORKFORCE FOR THE GREEN TRANSITION Synthesis Note | July 2024 How to promote the green transition, competitiveness, and employability by focusing on skills development in South Africa 92 SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE Acknowledgements This Synthesis Note on “Preparing the Workforce for the Green Transition” was led by Elizabeth Ninan Dulvy (Program Leader, Human Development) and Margo Hoftijzer (Skills Development Expert, Consultant). The core team also included Jutta Franz (Skills Development Expert, Consultant), Ken Duncan (CEO, SkillSonics). The Note benefitted from inputs from Carmel Marock (REAL Institute, Wits University) and from peer reviewers Stephane Hallegate (Senior Climate Change Advisor, World Bank) and Shiro Nakata (Senior Economist, World Bank). The Note was finalized under the collective guidance and leadership of Satu Kahkonen (Country Director), Daniel Dulitzky (Regional Director, Human Development); Meskerem Mulatu (Practice Manager, Education), and Feyi Borrofice (Operations Manager). SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE 1 Acronyms and abbreviations ATC Arusha Technical College CBAM Carbon Border Adjustment Mechanism CDDR Country Climate and Development Report CRSE Centre for Renewable and Sustainable Energy DEA Department of Environmental Affairs DHET Department of Higher Education and Training EASTRIP East Africa Skills Transformation and Regional Integration Project EU European Union ICES Institute for Catalysis and Energy Solutions IRP Integrated Resource Plan ISCO International Standard Classification of Occupations JET Just Energy Transition LMIP Labor Market Intelligence Partnership MW Megawatts NBI National Business Institute NDC National Determined Contribution NDP National Development Plan NPC National Planning Commission OFO Organizing Framework of Occupations PSET Post-School Education and Training PCC Presidential Climate Commission SARATEC South African Renewable Energy Technology Centre SAPVIA South African Photovoltaic Industry Association SANEA South African National Energy Association SETA Sector Education and Training Authority SJRP Sector Jobs Resilience Plan SRD Social Relief of Distress SSP Sector Skills Plan STEM Science, Technology, Engineering and Mathematics TVET Technical and Vocational Education Training 2 SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE A. Introduction South Africa’s green transition will have major implications for its workforce. As its economic structure changes, new jobs will emerge and the demand for these will gradually rise as the pace of the transition increases. The skills needed for existing jobs across the economy will also change, because work processes gradually become ‘greener’. At the same time, jobs will be lost, especially when activities in carbon- and resource-intensive industries, such as the coal sector, are wound down. This note proposes five strategies to prepare the workforce for the green transition. The note first explores the global context and implications of the green transition on labor and skills needs in South Africa, and then assesses the readiness of the current skills development system to respond to these changes. It then proposes strategies to improve the ability of the skills development system to ensure that workforce skills become a catalyst, rather than a bottleneck, of the green transition, and to support workers who risk losing employability due to the green transition. The note concludes by highlighting how the World Bank contributes to building skills for the green transition. The focus of this note is on skill needs for the Just Energy Transition (JET) and on post-school education and training (PSET). The emphasis on skill needs for JET is informed by the government’s current focus on this important aspect of the green transition, which has also resulted in the availability of several recent national analyses on skill needs for this segment of the economy. The focus on PSET is driven by the acknowledgment that many of the technical skills required for the green transition are acquired in this segment of the education system.1 PSET system is considered to include higher education, technical and vocational education and training (TVET), and adult training. This note is intended as a brief for high-level policymakers and was informed by several recent World Bank publications. The World Bank recently published several complementary reports that more elaborately describe existing knowledge about the current and future demand for skills for the green transition; the ability of the PSET system to respond to these skill needs; and recommendations to improve workforce preparedness for the green transition.2 1 W  hile acknowledging the importance for the green transition of foundational skills acquired through general education, this is outside the scope of this report. 2 See Hoftijzer and Ninan Dulvy (2024); Mosomi and Cunningham (2024); and Duncan (2024)  SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE 3 B. Global context: the green transition and its implications for the labor market Across the world, countries have committed to greening their economies to limit global warming and strengthen their climate resilience. In 2021, governments of 136 countries pledged to reach “net zero”, meaning that any greenhouse gas emissions will be counterbalanced by equal amounts of greenhouse gas eliminations.3 Achieving these goals requires rapid decarbonization, among others by replacing fossil fuels with zero-carbon energy sources such as wind, solar, and hydropower; improving energy efficiency; and enhancing carbon absorption and storage.4 Decarbonization requires substantial changes in many parts of the economy, including, among others, power generation and the transportation, manufacturing, agriculture, and construction sectors. The benefits of decarbonization go beyond environmental contributions: decarbonization is also essential for countries to remain competitive. As countries across the world tighten their environmental standards, low-carbon production processes are becoming increasingly essential to integrate in international value chains and to maintain and grow a strong export base. For example, nearly three out of every four light weight vehicles exported from South Africa went to the European market in 2022; and from 2035, new cars sold in the European Union (EU) may not produce any CO2 emissions5. Similarly, the EU’s Carbon Border Adjustment Mechanism (CBAM), applied since 2023, requires importers to report the volume of greenhouse gas emissions during the production of iron and steel, fertilizers and other goods.6 Once the current transitional phase is over, importers will need to buy “CBAM certificates” to equalize the price of carbon between domestic and imported products, providing strong incentives for manufacturers exporting to the EU to reduce their greenhouse gas emissions. Greening also has strong geopolitical dimensions, which can be good or bad news for resource-rich countries. Increased global competition to access resources that are critical for the green transition creates opportunities and risks for resource-rich countries, among others because China currently dominates the mining and processing of many critical minerals and metals, and other countries are keen to establish more diversified sources of these supplies.7 This strong competition can put countries with large volumes of critical resources in a strong position to negotiate investment deals, but the global high stakes also risk resulting in political tensions or local populations that do not reap the benefits from their green resources and instead remain stuck with an uncompetitive carbon-heavy economy.8 The fundamental economic changes needed for decarbonization require a workforce that has the necessary skills to drive this green transition. The green transition will create new occupations and jobs, destroy other jobs, and change the way that existing jobs are carried out. The workforce needs to have the right skills to be able to respond to these changes. This does not only include the technical knowledge and skills needed to carry out tasks and jobs that emerge in the green transition. To be able to reap the benefits of the changing work environment, individuals also need strong socioemotional skills, such as resilience, adaptability, and the ability to learn. These socio-emotional skills are particularly important for workers who will be displaced from high-carbon jobs or industries and who may need to reskill or relocate to maintain their employability. 3 United Nations. Cop26: Together for our Planet. On https://www.un.org/en/climatechange/cop26 (accessed June 12, 2024) 4 Cho. R. 2021. Net Zero Pledges: Can They Get Us Where We Need to Go? Columbia Climate School, State of the Planet. On https://news. climate.columbia.edu/2021/12/16/net-zero-pledges-can-they-get-us-where-we-need-to-go/ (accessed June 12, 2014) 5 European Parliament. 2022. EU ban on the sale of new petrol and diesel cars from 2025 explained. On https://www.europarl.europa.eu/ topics/en/article/20221019STO44572/eu-ban-on-sale-of-new-petrol-and-diesel-cars-from-2035-explained (accessed June 12, 2024) 6 European Commission. 2023. Carbon Border Adjustment Mechanism (CBAM) starts to apply in its transitional phase. On https://ec.europa. eu/commission/presscorner/detail/en/ip_23_4685 (accessed June 12, 2024) 7 Goldman Sachs. 2023. Resource realism: The geopolitics of critical mineral supply chains. On https://www.goldmansachs.com/intelli- gence/pages/resource-realism-the-geopolitics-of-critical-mineral-supply-chains.html (accessed June 12, 2024) 8 International Crisis Group. 2024. The “Geopolitics of Climate Change and Conflict” Series: A Summary. On https://www.crisisgroup.org/ africa/horn-africa/geopolitics-climate-change-and-conflict-series-summary (accessed June 12, 2024) 4 SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE Any strategies and implementation plans to green the economy must, therefore, include a focus on equipping workers with the skills needed to make the just green transition a success. To prevent skill gaps and mismatches from becoming a bottleneck to greening efforts, education and training systems need to be ready to anticipate and respond to the changes in skill demand resulting from the green transition. This will allow the workforce to become a catalyst of the green transition and help at-risk workers maintain their employability. SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE 5 C. The green transition in South Africa: high ambitions, modest progress South Africa’s government has high ambitions for a Just Energy Transition. South Africa’s international commitments to reduce greenhouse gas emissions are incorporated in its National Determined Contribution (NDC). The 2021 version reflects stronger mitigation ambitions as compared to the 2016 version.9 The government’s main aims for the green transition are to create a low-carbon, resilient economy and a just society, as described in its 2011 National Development Plan (NDP).10 The NDPs vision is based, among others, on the Integrated Resource Plan (IRP) 2010–2030 that combines aims related to providing secure and affordable access to electricity, with reductions of water usage and greenhouse gas emissions.11 The 2021 Framework for a Just Transition in South Africa focuses on the social and economic consequences of climate mitigation and adaptation policies including by emphasizing decent work, inclusion, and poverty reduction.12 In practice, there are promising examples of greening across the economy, but the large- scale transition faces political, socioeconomic, and financial challenges. A promising example includes Toyota’s investment of R2.6 billion (around USD 140 million) to develop the Corolla Cross, South Africa’s first locally produced Hybrid Electric Vehicle. The COEGA Development Cooperation is planning various renewable energy investments in its Special Economic Zone and the Nelson Mandela Bay Logistics Park, including wind farm projects planned with a total capacity of 183 Megawatts (MW), a photovoltaic solar farm (12 MW), and bioenergy projects.13 On the other hand, major challenges to achieving large scale decarbonization remain. With over 80 percent of South Africa’s electricity still being produced by coal- fired power stations, replacing coal with renewable energy sources is a crucial element of a credible green transition. But, while documents such as the 2021 JET Investment Plan and JET Implementation Plan describe continued ambitions related to this goal, the intended closure of all coal mines has been delayed and, by the end of 2023, less than ten percent of available concessional finance to transition from coal to renewable energy had been spent.14 In July 2024, the Minister of Electricity and Energy reported that South Africa will not meets its commitments under the Paris Climate Accords to cut emissions by at least 350 million tons by 2030, although its longer term goal to achieve net zero remained.15 These disappointing results to date have a large number of causes, including the ongoing electricity crisis that increases opposition to mine closures; weak institutional capacity to implement reforms, including at sub-national administrative levels; and, as documented by one observer“[a] confusing mix of obstruction, willful neglect, vested interests, incompetence and even sabotage”.16 9 Republic of South Africa (2021) 10 National Planning Commission (201 1) 11 Department of Energy (2019). First promulgated in 2011, the IRP was updated in 2019, and a new revised draft was published for consultations in 2023 (Government Gazette No. 49974, January 4, 2024) 12 Presidential Climate Commission (2021) 13 See https://coega.co.za/site/sez-investments/investment-sectors (accessed June 12, 2024) 14 South Africa Presidency (2022) and South Africa Presidency (2023) 15 Reuters. 2024. South Africa appeals to donors to delay its climate targets, minister says. https://www.reuters.com/sustainability/climate-en- ergy/south-africa-appeals-donors-delay-its-climate-targets-minister-says-2024-07-15/#:~:text=PRETORIA%2C%20July%2015%20(Reu- ters),the%20new%20energy%20minister%20said (accessed July 17, 2024) 16 ECDPM (2023) 6 SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE D. The impact of South Africa’s green transition on labor and skills demand There is an emerging but still small collection of analyses on how South Africa’s green transition will affect the demand for labor and skills. The World Bank’s 2022 Country Climate and Development Report (CCDR) forecasts job creation and job losses in eleven industries that are expected to be most affected by the low carbon transition in the period from 2022-2050, and another assesses the share of employed people across South Africa’s economy that are already in jobs that have a positive environmental impact.17 Other recent reports focus on a particular sector or value-chain, such as the recent skill needs assessment for the hydrogen economy commissioned by the Department of Higher Education and Training (DHET) and the Energy Skills Roadmap prepared by the South African National Energy Association (SANEA).18 There are also several analyses that focus on employment vulnerability resulting from the green transition; the National Climate Change Response White Paper required the development of Sector Jobs Resilience Plans (SJRPs), which were developed in 2020 for five value chains.19 The dialogue on workforce preparation for the green transition is complicated by the lack of commonly agreed definitions of what constitutes the green economy and the associated jobs and skills. Textbox 1 describes the definitions applied in this note. Textbox 1: Terminology related to the green economy and skills For the purpose of this report, we apply the following definitions: The green economy is a prosperous economy that does not negatively impact the current or future environment. Or, as the National Planning Commission (NPC) describes it: “a system of economic activities that results in improved human well-being over the long term, while not exposing future generations to significant environmental risks and ecological scarcities” (NPC, 2011). The green transition is the ongoing process of changing from the current economic system to a green economy. Skills for the green transition are the skills that workers need to contribute to the green transition and the green economy. Generally, this requires all of the following three types of skills: 1. Transversal skills: cognitive and socioemotional skills such as literacy, numeracy, problem- solving skills 2. Generic technical skills: technical skills that are needed to contribute to the green transition, but that are also needed in the non-green economy. An example is the requirement for solar energy technicians to be able to install circuit breakers, which is a skill that any type of electricians need to have. 3. Green-specific skills: skills that are explicitly and exclusively related to a workers’ contribution to the green economy. For example, the skill to install solar panels, which is not (or hardly) needed outside of the green economy. We describe green jobs as jobs that contribute to the green economy or the green transition. We use the term when we refer to jobs of which the potential for positive environmental impact is assumed to be relatively large, and of which the negative environmental impact is expected to be minimal. Mosomi and Cunningham (2024) apply a tighter definition of the term and use a quantitative methodology to measure the number of workers who are currently employed in green jobs in South Africa. The term non-green refers to elements that do not make a positive environmental contribution. The non-green economy comprises economic activities that do not improve or even harm the environment. Non-green jobs are jobs where the positive impact is minimal and overshadowed by activities that have a neutral or negative environmental impact. 17 World Bank (2022); Mosomi and Cunningham (2024) 18 DHET (2024); SANEA (2023) 19 SJRPs were developed for agriculture, coal, metals, petroleum-based transport, and tourism. See TIPS (2020); TIPS (2020a); TIPS (2020b); TIPS (2020c); TIPS (2020d). SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE 7 Estimates on job creation and job losses resulting from the green transition vary, depending on assumptions, scope and methodologies applied. The CDDR estimates that 1.6 million direct and indirect jobs can be created in the eleven industries that will be most affected by the low carbon transition in the period from 2022-2050. The potential for job creation is considered to be highest in the non-coal mining sectors and in renewable energy production, with additional but smaller job creation potential in the renewable energy value chains (such as the hydrogen economy and fuel cells); green manufacturing; construction; and to a lesser extent, services and utilities. Job losses are also expected in the same period, especially in high- emitting sectors such as petroleum and coal. The CDDR estimates that about 0.6 million direct and indirect jobs may be lost, resulting in a net job creation of around 1 million jobs in the eleven industries that were the focus of the CDDR (figure 1).20 These estimates depend on assumptions about the greening pathways that South Africa will follow that are far from certain, and the report does not cover the entire economy. Not surprisingly, other analyses applying a different methodology and assumptions present different findings. For example, reports from 2010 and 201 1 forecasted job creation from 149,000 to 500,000 jobs in the coming decades.21 While all analyses may provide insightful results, their interpretation requires an understanding of the applied scope and methodology, and the findings of different analyses should be compared with caution. While the green transition may result in net job creation, this does not mean that workers who lose their jobs can easily transition to newly created jobs in the new economy Even though the expected number of jobs that will be created may be 2 to 3 times higher than the expected number of jobs lost, many workers who lose their job will not easily be able to access to these new jobs, because the new jobs are expected to emerge in a different location or time or require different (and often higher-level) skills.22 While some at-risk workers may find it easy to move to new jobs in the green economy, or to jobs in other fields altogether, others will require support to maintain their livelihoods and employability. Figure 1. Direct job gains, losses, and levels in key industries closely associated with the low-carbon transition (2022–2050) 900 700 Thousands of jobs 500 300 100 -100 -300 Chemicals Other Petroleum Coal Electrolysers Fuel Hydrogen Elect. Other Platinum Electricity TOTAL chemicals cells machinery metal group ores metals Job lost Jobs gained Net Source: World Bank (2022) An important emerging finding is that many of the skills that are needed for the green transition are also needed in the traditional, non-green economy. One reason for the overlap in skill needs between green jobs and non-green jobs, is that all workers require an important level of transversal skills. These skills, such as literacy, numeracy, digital skills, and socioemotional skills such as communication and problem-solving skills, are considered transversal because they are needed in all jobs and industries, 20 World Bank (2022) 21 Rutovitz (2010) and Maia et al (2011) 22 World Bank (2022) 8 SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE regardless of whether these contribute to the green transition or not. Another reason for the overlap is that many of the technical skills needed to contribute to the green transition are not specific to green technologies, processes or outputs, and also needed outside of the green economy. Figure 2 illustrates this for the example of a solar energy technician. We use this example because, although there are no internationally agreed definitions of green jobs or green skills, solar energy technicians are commonly associated with the green economy. Figure 2 shows the skills requirement of a solar energy technician. Beyond the transversal skills that are listed at the base of figure 2, the technical skills are distilled from the International Standard Classification of Occupations (ISCO), and have been grouped in generic technical skills and green-specific technical skills.23 Green-specific technical skills are skills that are exclusively needed to achieve a positive environmental impact, meaning that they are not (or rarely) needed outside of the green economy. For a solar energy technician, these include skills to install and maintain photovoltaic panels, for example. The solar energy technician also needs to be skilled in wiring, using measurement instruments, following safety procedures, etc. These skills requirements are not exclusive to solar energy technicians: they are required by any type of electrician, regardless of whether they contribute to the green transition or not, which is why these are considered generic technical skills (see also textbox 1 above). To further illustrate the importance of the different types of skills for the green transition, Annex 1 lists the ISCO skills requirements for additional occupations that can contribute to the green transition, including waste management supervisors, electric power generation engineers, and architects. Figure 2: Skills requirements of a solar energy technician Solar energy mount PV panels, maintain solar energy systems, PV mounting systems Green-specific technical skills Electricity, wiring plans, install circuit breakers, interpret 3D plans, use measurement instruments, inspect supplies, follow safety procedures Generic technical skills Literacy, numeracy, digital skills, communication, team work, problem solving, time management, etc Transversal skills Source: ISCO (occupation 7411.1.4) 23 Solar panel technicians are recorded as ISCO 7411.1.4 SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE 9 Other emerging findings point to the importance of jobs in the fields of science, technology, engineering, and mathematics (STEM) to contribute to the green transition. The recent skill needs assessments for South Africa generally point to a high demand for workers in STEM fields. The need for workers with STEM expertise is observed at all levels and includes engineers, technicians, and artisans. For example, at the artisan level, the recent assessments observed a need for, among others, carbon auditors, electricians, riggers and truck drivers. Demand for technicians is expected to include, for example, agricultural technicians, gas practitioners, solar panel installers, and wind turbine services. Engineers are required in the areas of, among others, mining and civil engineering, agronomy, mechatronics, and plant design. There are also critical skill needs in areas outside of STEM. Among others, the recent skill needs assessment emphasize the need for a wide range of managers, as well as economists, investment advisors’, lawyers and market researchers. The relative importance of STEM fields may make it challenging for women to benefit from the jobs that are created by the green transition. The recent analysis of workers who are currently employed in green jobs in South Africa’s economy, found that women are underrepresented in these jobs: women make up 44 percent of all workers, but only 21 percent of workers in green jobs.24 One reason of this underrepresentation may be that women in South Africa, like in most other countries, have a limited presence in STEM education programs and professions. Overall, the available data are not yet sufficient to soundly inform strategies and interventions to build the essential workforce skills for the green transition. The analyses provide useful information and emerging findings, but they are too fragmented and sporadic to facilitate well-informed decision making. For example, the recent skill needs assessments of the hydrogen economy and energy sector offer strong analyses and are a necessary addition to the Sector Skills Plans (SSPs) that are developed by Sector Education and Training Authorities (SETAs) and that tend to focus only minimally on skills for the green transition. Still, even more depth than is provided in the hydrogen and energy sector assessments is required to help PSET providers understand: (i) for which programs they need to expand (or reduce) enrolment capacity; and (ii) how they should adapt their programs’ content to align it with emerging skill needs. Moreover, existing assessments only cover a small part of the economy. 24 Mosomi and Cunningham (2024) 10 SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE E. The ability of the PSET system to prepare the workforce for the green transition The ability of the PSET system to equip workers with the skills needed for the green transition depends crucially on three aspects. First, the overall performance of the PSET system, meaning the extent to which it generally succeeds in providing high quality and demand-responsive education and training to a diverse student population. Second, the scope and quality of available information on labor and skills needs for the green transition. Third, the existence of effective mechanisms to coordinate the many stakeholders involved in the green transition and in skills development. Each of these three aspects is discussed in this section. he PSET system suffers from structural weaknesses that impede its overall 1. T performance, including the ability to provide skills for the green transition. A positive observation is that the current offer of PSET programs already aims to provide many of the skills that are needed in the green economy. As described above, many of the skills needed in a green economy, transversal and generic technical skills, are also required in non-green jobs. This implies that, in many cases, the PSET system already offers programs to equip learners with these skills. For example, industrial engineers, gas fitters, and electricians will be critical for the green transition, but these jobs also exist outside of the green economy. PSET programs that prepare learners for these jobs are offered by education and training providers across the country, even though they often do not yet cover the green- specific technical skills that are needed in the green economy. A recent review of existing PSET qualifications offering skills with relevance for the green transition identified around 250 of these programs across all TVET levels, mostly offered at higher qualification levels (figure 2). These PSET programs therefore need not be newly introduced to facilitate the green transition, but many still need to be adjusted to introduce adequate attention to the required green-specific skills. The recent skill needs assessment for the hydrogen economy, for example, highlights specific hydrogen capabilities that need to be incorporated in the education and training programs for a wide range of engineers, technicians, tradespersons, specialists, managers, and elementary occupational workers. These capabilities require knowledge and understanding in areas such as hydrogen properties, electrochemical reactions, hydrogen production processes, safety measures, and hydrogen- related regulations, standards, and codes.25 In other cases, new qualifications will need to be introduced. The hydrogen economy skill needs assessment, for example, points out that there is a need for bachelor-level programs in areas such as geophysics and welding engineering, and for diploma-level programs in geology and materials science, among others. 25 DHET (2024) SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE 11 Figure 2. Existing higher education and TVET qualifications with importance for the green transition* Higher Education TVET PhD 200 200 175 175 Post-grad. dipl. 150 150 Master’s 125 125 Bachelor’s 100 100 Advanced Dipl. 75 75 Other incomplete 50 50 Other complete Diploma 25 25 Artison incomplete Cert. (adv/high) 0 0 Artisan complete Source: Duncan (2024) The challenge in South Africa, however, is that the PSET system suffers from structural weaknesses that impede its overall performance, and therefore also its ability to provide skills for the green transition. The challenges in PSET are exacerbated by problems in basic education, as these result in students entering PSET without the necessary foundational literacy, numeracy and behavioral skills. The PSET system itself does not produce enough graduates, as enrolment in TVET is low and universities face high drop-out rates.26 This situation is particularly acute in STEM fields, as evidenced for example by the persistent shortage of engineers in the economy, which is a great concern considering the importance of STEM for the green transition. Overall, universities are seen to produce qualified graduates, but there is a widely held perception that TVET graduates tend to lack the necessary technical, practical, and socioemotional skills. Universities have a reasonably good track record in adapting to labor market needs, but TVET struggles to respond quickly and adequately to changing skill demand. Universities have a long history of collaborating with and receiving funding from industry to better align research and education programs with industry needs, especially in the applied sciences and technology. Moreover, they have the autonomy to develop and offer new qualifications and training programmes, allowing them to adapt relatively quickly to new demand, including to skill needs for the green transition. Indeed, many universities have offered green program content for several years, especially related to the energy transition, for example through offering green modules within broader fields of study and through centres specifically dedicated to research and education on the green economy that are run in collaboration with the private sector. TVET is an altogether different story. TVET institutions largely continue to offer their traditional programs and are slow to respond to technological innovations and changes in skills demand, including resulting from the green transition. One reason for the slow modernization of TVET programs is the red tape surrounding the procedures to develop and update TVET qualifications and to authorize TVET providers and enterprises to offer programs and internships. Figure 2 above illustrates this point, showing the large share of TVET qualifications which remain incomplete, meaning that their development has been initiated but they have not yet been fully approved, and they may therefore not be formally offered. 26 Universities include traditional, technical and comprehensive public universities and private universities. 12 SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE 2. Efforts to forecast the skill needs for the green transition are still insufficient Perhaps the most important shortcoming regarding the availability of data on skill needs for the green transition is the lack of meaningful attention to these skills in SSPs. Intended to be the main source of skill demand information, SSPs could, in theory, provide insights in labor and skill demand for the green transition. However, they do not tend to do this in a meaningful way. A review of 21 SSPs found that 17 SSPs referred to skills for the green economy, but to varying degrees, and mostly without referring to specific skill needs or gaps.27 A more recent review of the SSPs of six sectors that are considered to be crucial to the green economy found them to be backward rather than forward looking, and describing at most vague interventions without attention to the expected impact.28 The DHET has made efforts to facilitate skill needs assessments for the green transition, but these have not spurred SETAs or other stakeholders enough to create the necessary body of knowledge to guide the PSET offer. DHET manages the Organizational Framework of Occupations (OFO), which is a coded classification system that aims to encompass all occupations in South Africa, to offer a common language across stakeholders when discussing occupations.29 Since 2013, the OFO explicitly identifies occupations that contribute to the green economy, and currently 147 occupations are identified as such (out of a total of 1,448 occupations). However, the OFO’s lists of green occupations are hardly applied in skill needs assessments, including in SSPs, apparently because stakeholders either do not know they exist, or question their credibility or value. Not even DHET’s own 2020 List of Occupations in High Demand, nor its 2022 Critical Skill List refer explicitly to the OFO’s green occupations or critical green skills. DHET did commission the recently finalized skill needs assessment for the hydrogen sector, which is a welcome addition to the available skill demand information. The number of skill needs assessment is likely to increase in the future, but it is unclear who will take responsibility for synthesizing their findings and translating them in clear guidance for PSET providers. As the just energy transition gathers pace and public and private stakeholders become increasingly aware that skill gaps and mismatches need to be addressed to make further progress, the number of skill needs assessments is expected to increase. For example, the National Business Initiative launched its JET Skills for Employment Program in 2024, which plans to conduct skill demand assessments for various value chains that are deemed critical for the just energy transition. Beyond the energy transition, there are other areas of the economy that are considered critical for South Africa’s green economy, such as agriculture, resource conservation, and water and waste management, and strategies to develop these areas will also require skill needs assessments.30 Once more skill needs assessments for the green transition become available, their findings will need to be synthesized and translated into clear and relevant data to inform PSET providers how to align their program offer with the diverse needs of the green transition. At the moment, it is unclear which institution will be willing and able to take on this role.  ffective coordination mechanisms to align the PSET offer with skill needs for 3. E the green transition remain to emerge. Strong coordination mechanisms are needed to manage the large number of stakeholders, aims, and processes involved in preparing the workforce for the green transition. Understanding current and future skill needs, identifying critical skills gaps, disseminating this information to PSET providers in a useful manner, and strengthening the ability of the PSET system to equip learners with these skills requires effective collaboration between a range of public and private sector stakeholders on the demand and supply side, at various institutional levels ranging from national-level institutions to individual firms and PSET providers. Figure 3, from the JET Implementation Plan, illustrates the large number of stakeholders involved in skills formation and the complexity of the system. Moreover, to ensure a just transition, additional 27 ILO (2019) 28 Duncan (2024) The sectors for which the SSPs were reviewed were construction; chemical industries; electricity and water; manufacturing and engineering; mining; and transportation 29 LMIP (2020) 30 DEA (201 1) SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE 13 stakeholders may need to be involved to contribute to the identification and support of at-risk workers and other population groups that need to be facilitated such as women and unemployed youth. Figure 3. South Africa’s skills formation system Employer DHET associations Enrolment planning, POM, and trade funding, institutional support, unions HDRC regulatory role DSI, NBF, (qualifications and curriculum) TIA, NSA science councils Provision SETAS NSFAS DTIC Private industrial Skills HEIS NSF development Private strategy providers colleges DEL (industrial Public and relations) private workplaces Other Public colleges HEIS Other key government Township departments and village Community TVET economy colleges colleges CHE NAMB, Professional DBE schools indela and SAQA Umalusi SAIVCET bodies QCTO three streams Source: South Africa Presidency (2023) A strategic-level champion and coordination mechanism to prepare the workforce for the green transition does not yet exist. No institution has effectively taken on the leadership to convene and coordinate the many stakeholders involved in skills for the green transition. The need for coordination is recognized and coordinated approaches are announced in the Presidency’s JET Implementation Plan (focused on the energy transition) and in the new Human Resource Development Strategy (for the economy as a whole).31 While this is a good sign, it is too early to assess whether and how these initiatives materialize and, indeed, to what extent they are aligned with each other. Several universities have established a strong collaboration with the private sector, but TVET institutions lag behind. An example of a university collaborating with the renewable energy sector is the South African Renewable Energy Technology Centre (SARATEC) at the Cape Peninsula University of Technology. Among others, SARATEC collaborated with the South African Photovoltaic Industry Association (SAPVIA) and other partners to develop a training course in the installation of photovoltaic panels. Other examples include the Centre for Renewable and Sustainable Energy (CRSE) at Stellenbosch University, which is a partner in Eskom’s Power Plant Engineering Institute, and the Institute for Catalysis and Energy Solutions (ICES) at the University of South Africa, which collaborates with Sasol on the conversion of carbon dioxide and green hydrogen to green chemicals and jet fuel. Among TVET providers, substantive collaboration with the renewable energy sector appears rare, although relatively small-scale, local-level partnerships may exist. 31 South Africa Presidency (2023); HRDC (2023) 14 SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE F. Five strategies to prepare the current and future workforce for the green transition Preparing the workforce skills to catalyze the just green transition requires actionable skill needs information; effective coordination mechanism at national and lower levels; skills development interventions targeted to address the most critical skills gaps; and support to at-risk workers and other vulnerable population groups. Each of these priorities are elaborated below. To achieve an optimal and sustainable impact, actions in these priority areas need to be complemented with reforms that remove the structural constraints that impede the overall performance of the PSET system, as described above.  egularly and systematically collect, synthesize and disseminate information 1. R on skill needs and skill gaps for the green transition An important step towards improved data availability is to ensure that SSPs more consistently and clearly include data on skill demand for the green transition. In addition to the SETAs that are responsible for producing SSPs, there is a clear role for DHET, which could start by exploring why SSPs include limited attention to skills for the green transition, including why SETAs do not use the current OFO concepts on green jobs and green skills. Once the main constraints are clear, changes can be made to encourage the provision of more reliable and comparable data on skill demand for the green transition. This could include, among others, revising terminology as well as adjusting processes for data collection, analysis and dissemination. In addition to SETAs, other parties can be encouraged to carry out skill demand assessments for the green transition. Building a collection of skill needs assessments applying different angles and methodologies helps develop a comprehensive and diverse picture of current and future skill demand. Skill demand assessments that apply, for example, cross-sectoral, regional, value-chain or occupational angles can be useful additions to the sectoral approaches applied by SETAs. An example are the ongoing value- chain focused skill demand assessments that were recently initiated by the National Business Institute (NBI). The HRDC, DHET, or other institution that takes the lead in promoting skill needs assessments for the green transition can promote the development of such a collection of skill needs assessments, for example through providing financing; guiding stakeholders on the areas where critical information gaps exist and suggesting methodologies to address these; and disseminating findings to PSET providers and other key stakeholders through, for example, website and conferences (as discussed in the next point). Findings from skill needs assessments needs to be synthesized and shared with PSET providers in an actionable manner. Synthesizing the main findings from the various skill needs assessments requires considerable technical capacity, given that they may apply different assumptions on green transition pathways, as well as different scopes, timeframes, methodologies and terminology. To an extent, analysists can be encouraged to harmonize their assumptions and approaches, but differences are likely to persist, among others because different scopes and methodologies help answer different questions.32 The synthesized findings need to be disseminated to the relevant stakeholders across the PSET spectrum in an actionable way. This includes universities, TVET institution and adult training providers, but also all other stakeholders who can use this information to develop policies and actions to align the skill supply for the green transition with demand, such as enterprises, DHET, and the other stakeholders of South Africa’s skills development system (figure 3). Disseminated data should clearly convey both quantitative aspects of labor and skill demand (i.e., how many workers will be needed in particular occupations 32 For example, an analysis to understand which skills needs to be developed to boost a priority green sector will focus on the critical labor and skills demand in that sector. A review of how engineering studies need to be adapted to meet the skill needs for the green transition will assess how the green transition will change engineering jobs across the economy. An analysis to design support for at-risk workers will focus on identifying workers that may lose their jobs, for example in coal mining. SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE 15 and what are expected shortages) and qualitative aspects, including the particular critical skills needed for occupations in the green economy.  2. Establishing clear leadership and effective coordination mechanisms between key stakeholders on the demand and supply side of skills for the green transition Attention to skills for the green transition needs to be incorporated timely and consistently in strategies for the green transition, as well as in education and training strategies. There is not so much a need for new strategy documents to better prepare the workforce for the green transition, but the topic needs to receive clear and sufficient attention both in greening strategies and in PSET strategies. This needs to be done coherently across strategies, and it needs to be done from the early stages of the green transition, because it takes time for skills development activities to translate into concrete and substantive changes in workforce skills. Achieving this requires first of all clear leadership, for example from the Presidential Climate Commission (PCC), which could act as a champion and take on a convening role to ensure effective coordination between and among stakeholders on the skill supply and demand sides. It is particularly critical to ensure effective engagement in PSET from stakeholders on the skill demand side. Stakeholders responsible for PSET supply (such as DHET, universities, TVET institutions, and adult training providers) risk ending up operating in a vacuum unless they receive sufficient inpiuts and support from demand-side actors. It is therefore particularly important that coordination mechanisms ensure a strong role for these demand-side actors, such as individual enterprises, employer associations, and the Department of Trade, Industry and Competition. The JET Implementation Plan foresees a three-tier coordination mechanism consisting of a national-level JET Desk and JET Skills Advisory Forum, and sub-national Skills Development Zones (figure 4).33 Given that the JET Implementation Plan is relatively recent, it is as yet unclear how this initiative will develop, including to which extent the envisaged leading roles of HRDC and DHET are sufficient to convene the necessary stakeholders, including those on the demand side. Moreover, the proposed coordination structure focuses on the JET, which may be appropriate given the government’s focus on a just green energy transition, but which excludes stakeholders responsible for other key areas of the green transition, such as agriculture, water and waste management, and resource conservation. Figure 4. A proposed coordination mechanism for the JET skills ecosystem Three tier JET skills ecosystem JET desk in HRDC/DHET Technical support and Chief Technical Advisor Performance oversight progress monitoring 3x Technical Officers (1 per SDZ) through the JET DG Forum PCC and PMU Set up with support from DTIC and DSI/DHET and a HEl consortium National JET Skills Advisory Forum Representatives from government/private sector/labour/HEIs/TVET/civil society Advisory groups Research co-ordination Local and international support Ad hoc inputs Three skills development zones Renewable energies Green hydrogen Electric vehicles and transmission Source: South Africa Presidency (2023) 33 South Africa Presidency (2023). 16 SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE arget skills interventions to the industries, jobs and people where they will 3. T have most impact As South Africa’s green transition is still uneven, skills interventions should be targeted to those areas where they are most needed. They could focus on skills for industries or regions where there is clear evidence of greening momentum, and a strong risk that these are derailed by skills constraints. Concrete interventions can include, for example, focusing on the completion of those TVET qualifications for which skill constraints are most immediate (the Red Tape Reduction Task Team within the Office of the President could potentially play a facilitating role in easing the most cumbersome processes); upgrading teacher capacity and physical infrastructure of TVET institutions that are located in the vicinity of a booming green industry facing skills constraints; or targeting active labor market programs to those workers who are most at risk of losing their employability due to decarbonization. Education and training institutions across the world, for example, have responded to the urgent need for car mechanics to be able to maintain and repair electric vehicles both by introducing short training programs to upskill workers who are already qualified car mechanics and by integrating attention to electric vehicle diagnosis and repair in initial training programs (textbox 3). The identification of priority skill needs should principally be done by demand-side stakeholders, after which skills Interventions should be tailored to the nature of skill gaps and mismatches and to learners’ characteristics. For example, initial university and TVET programs need to be adapted and, sometimes, introduced to prepare incoming labor entrants for the green economy; current workers in low- skilled jobs that require little adaptation can be trained on-the-job; technician-level workers in jobs where new green tasks are more sophisticated or numerous may need to receive short term training; and workers in higher-level positions could benefit from workshops and conferences. Textbox 2: Skills development for car mechanics on electric vehicles (international examples) International examples of upskilling current workers in the automotive industry: Maine Community College in the United States offers training in the diagnosis and repair of electric and hybrid vehicle to individuals who are already qualified electricians and work at auto repair shops, auto dealers and other vehicle related businesses. The training is free of charge to the participants, and consists of 32 hours of online instruction followed by a week of face-to-face hands-on training. In India, the Automotive Skills Development Council announced a collaboration with the German agency for technical cooperation GIZ in 2023 to develop a 2.5 month training program for electric vehicle technicians, targeted at workers who already graduated from Industrial Training Institutes. International examples of skilling future workers for green jobs in the automotive industry: Manchester college in the United Kingdom offers a 2-year diploma level program on maintenance and repair of light and electric vehicles, developed in collaboration with employers. In Malaysia, the government announced substantial investments to introduce new TVET courses in the fields of electric vehicles and solar energy in 2023, in response to increased interest in renewable energy from investors and the associated increase demand for skills in these areas. Sources, from World Bank Group (forthcoming): a) USA, Maine Community College: https://www.smccme.edu/academics/pathways/ industrial-technology-transportation/electric-vehicle-repair-short-term-training/ ; b) India, ASDC and GIZ: https://energy.economictimes. indiatimes.com/news/power/asdc-and-giz-india-launch-innovative-ev-technician-course/103823779 c) UK Manchester College: https://www.tmc.ac.uk/courses/industry-excellence-academy-t-level-maintenance-installation-and-repair-vehicles/ ; d) Malaysia: https://sea-vet.net/news/1432-malaysia-s-rm6-8-billion-tvet-investment-aims-to-power-a-green-workforce SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE 17  romote direct collaboration between PSET providers and industry to build 4. P knowledge and skills for the green transition. The government can promote partnerships between PSET providers and industry to build knowledge and skills on the green transition. Direct collaboration between PSET providers and industry allows industry to articulate their skill demand, helps universities and TVET institutions to adjust their program offer and content to the needs of the green economy, and allows the development of new knowledge and technologies. As mentioned above, some such partnerships already exist between industry and universities, but they could usefully be deepened and widened, among others to include TVET providers. Partnerships that promote research on and development of skills for the green transition can be promoted via technical assistance or financial support, as is done by the ongoing World Bank-financed East Africa Skills Transformation and Regional Integration Project (EASTRIP), which supports a cluster of Regional Flagship TVET Institutes in Kenya, Ethiopia and Tanzania. Among others, EASTRIP supports the Arusha Technical College (ATC) in Tanzania as the Regional Flagship TVET Institute in renewable energy. ATC has established a research center for small hydro turbines and offers training in hydropower, solar and wind energy, ensuring demand-responsiveness among others through its strong partnerships with local and international firms.34 5. Support at-risk workers, women and other vulnerable groups to ensure a just green transition. At-risk workers, women and unemployed youth, require targeted support. Workers whose jobs are at risk due to the green transition will need to be supported to maintain their livelihoods and employability. The identification of at-risk workers may be best done by administrations responsible for social programs, in collaboration with their (previous) employers and possibly aided by relevant non-government organizations. These workers may require a package of interventions including retraining, Social Relief of Distress Grants, career guidance, and the like.35 In South Africa, such measures should be considered for workers in jobs that are directly or indirectly related to mines that will be closed, such as those in Mpumalanga. Particular attention should also be paid to attracting women into green jobs, given their limited presence in STEM education programs and professions. Increasing their participation will require removing barriers on several fronts, including in the education system, on the labor market, and in society at large. Another population group that would benefit from intensive targeting are unemployed youth. The on-line job portal SAYouth.mobi tags green occupations to help young job seekers be more aware of opportunities in green jobs. The Extended Public Works Program and the President’s Youth Employment Initiative is increasingly seeking temporary public employment opportunities in green industries. But given the number of unemployed youth and the potential that a green economy will offer, much more can be done. 34 EASTRIP. 2024. EASTRIP Champions TVET as the Engine for Sustainable Industrialization. On https://www.eastrip.iucea.org/eastrip-cham- pions-tvet-as-the-engine-for-sustainable-industrialisation/# (accessed June 14, 2024) 35 In April 2020, the government of South Africa expanded the Social Relief of Distress (SRD) social program to provide cash grants to citizens who did not have a formal sector job and were not eligible to receive unemployment insurance benefits. More than 8 million beneficiaries received R350 each month. The program was intended to end when the COVID-19 crisis passed, but it remains active today. 18 SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE G. How can the World Bank contribute to building skills for the green transition in South Africa? To ensure a well-coordinated approach, the World Bank links its skills development activities to its broader ongoing assistance to the green transition. This ensures that its efforts to prepare the workforce for the green transition are well-coordinated and well-targeted to the industries, jobs, and people where they are most needed. In South Africa, the World Bank is already firmly integrating skills development and other approaches to support at-risk workers in the ongoing development of the roadmap for inclusive economic diversification and transformation in the Mpumalanga province. The World Bank also plans to assess the skill demand and associated skills development options for the battery energy and storage system value chain, as part of broader technical support that is being provided to expand activities across this value chain.36 The World Bank is using a similar integrated approach, where skills development is part and parcel of broader roadmaps to develop critical aspects of the green economy, across Southern Africa, including for example in Namibia and Zambia. As the pace and scope of the green transition increase and the importance of workforce preparedness becomes even more critical, additional areas for World Bank support are likely to emerge. 36 See World Bank Group (2023) SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE 19 References: DEA. 201 1. National Strategy for Sustainable Development and Action Plan (NSSD 1) 2011–2014. Pretoria, South Africa: DEA Department of Energy. 2019. Integrated Research Plan. DHET. 2024. Identification of Skill Needs for the Hydrogen Economy. Research Report. Prepared by CSIR for DHET’s LMI Research Programme Duncan. 2024. A review of green skills programmes in South Africa. Final report European Centre for Development Policy Management (ECDPM). 2023. Two years into South Africa’s Just Energy Transition Partnership: How real is the deal? Briefing Note No. 174 Human Resource Development Council. 2023. The Reconceptualized Human Resource Development Strategy: 2024- 2033. Draft Hoftijzer, M. and Ninan Duly, E. Forthcoming. Skills for the Green Economy – South Africa. World Bank Group International Labor Organization (ILO). 2019. Skills for Green Jobs in South Africa Labor Market Intelligence Partnership (LMIP) 2020. Introductory workshop on the Oganising Famework for Ocupations (OFO) Maia, J., Giordano, T., Kelder, N., Bardien, G., Bodibe, M., Du Plooy, P., Jafta, X., Jarvis, D., Kruger-Cloete, E., Kuhn, Gl. 201 1. Green jobs: An estimate of the direct employment potential of a greening South African economy Mosomi, J. and Cunningham, W. 2024. Profiling Green Jobs and Workers in South Africa: An Occupational Tasks Approach. Policy Research Working Paper #10779. Washington, D.C.: World Bank Group National Planning Commission (NPC). 2011, National Development Plan: Vision 2030. Tech. Rep. Pretoria: National Planning Commission Presidential Climate Commission.2021. A Framework for a Just Transition in South Africa. Republic of South Africa. 2021. First Nationally Determined Contribution under the Paris Agreement. Updated September 2021 Rutovitz, J. 2010. South African energy sector jobs to 2030: How the Energy [R] evolution will create sustainable green job SANEA. 2023. Energy Skills Roadmap for South Africa. Johannesburg; S.A. National Energy Association South Africa Presidency. 2023. South Africa’s Just Energy Transition Implementation Plan 2023-2027 South Africa Presidency. 2022. South Africa’s Just Energy Transition Investment Plan. Pretoria; the Presidency TIPS. 2020. Sector Jobs Resilience Plan: Agriculture Value Chain. Trade & Industrial Policy Strategies TIPS. 2020a. Sector Jobs Resilience Plan: Coal Value Chain. Trade & Industrial Policy Strategies TIPS. 2020b. Sector Jobs Resilience Plan: Metals Value Chain. Trade & Industrial Policy Strategies TIPS. 2020c. Sector Jobs Resilience Plan: Petroleum-Based Transport Value Chain. Trade & Industrial Policy Strategies TIPS. 2020d. Sector Jobs Resilience Plan: Tourism Value Chain. Trade & Industrial Policy Strategies World Bank Group. Forthcoming. Cambodia Green Jobs. How the Greening of the Cambodian Economy can Impact Cambodia’s Jobs and how to Prepare the Workforce World Bank Group. 2023. Flagship Report. Assessment of Battery Storage Market and Value Chain in South Africa and its Integration in Southern Africa. World Bank Group. 2022. South Africa Country Climate and Development Report. Washington, D.C.: World Bank Group 20 SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE ANNEX 1: SKILLS REQUIREMENTS FOR VARIOUS OCCUPATIONS BY SKILLS TYPE Table 1. Skills requirements for various occupations by transversal, general technical, and green-specific technical skills (ISCO) Solar Waste Electric Power Architect energy management Generation (ISCO 2161.1) technician supervisor Engineer (ISCO 7411.1.4) (ISCO 3122.5) (ISCO 2151.1.1) •Solar Energy •Manage Recycling •Renewable Energy •Building Codes Green-specific technical skills Program Budget Technologies •Mount Photovoltaic •Meet Building Panels •Ensure Compliance Regulations With Waste Legislative Maintain Solar Energy • Regulations Systems Solar Panel Mounting • Systems Types Of Photovoltaic • Panels •Electricity •Supervise Waste Electrical Power Safety • Use Cad Software • Disposal Regulations Interpret 3D Plans • •Zoning Codes •Establish Waste Design Electric Power • •Mechanics Execute Feasibility Study • Collection Routes Systems Install Electrical And • Advise On Building • •Perform Planning •Approve Engineering Electronic Equipment Matters Design •Waste Management •Work Ergonomically •Negotiate With •Energy Job-specific technical skills* Health, Safety And • Stakeholders •Check Compatibility Hygiene Legislation Use Technical Drawing • Of Materials Integrate Measures In • Software •Manage Staff Architectural Designs Test Procedures In • Ensure Compliance With • Electricity Transmission Design Plant Waste • •Relationship Between Electricity Distribution Procedures Buildings, People And • Interpret 2D Plans Schedule The Environment Supervise Worker Safety • • Follow Health And Safety •Engineering Principles Provide Cost Benefit • Liaise With Managers Procedures In Construction • •Adjust Engineering Analysis Reports • Follow Safety Procedures •Supervise Work Designs •Satisfy Technical When Working At Heights ▼ •Adjust Engineering Requirements •Transport Construction Designs •Integrate Engineering Supplies Shift Energy Demands • Principles In Architectural ▼ Design ▼ ▼ SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE 21 Solar Waste Electric Power Architect energy management Generation (ISCO 2161.1) technician supervisor Engineer (ISCO 7411.1.4) (ISCO 3122.5) (ISCO 2151.1.1) •Use Measurement •Supervise Staff •Electric Generators •Identify Customers’ Instruments Needs •Ensure Compliance Respond To Electrical • Comply With Legal • With Policies Power Contingencies •Identify Necessary Regulations Human Resources •Technical Drawings Electrical Wiring Plans • •Analyse Problems •Electric Current For Opportunities Inspect Electrical Supplies • •Perform Scientific •Develop Architectural •Inspect Construction Research Plans Supplies •Electricity •Interpret Technical Install Circuit Breakers • •Engineering Processes Requirements Job-specific technical skills* • Ensure Safety In Electrical Design Open Spaces • Power Operations Design Spatial Layout • • Develop Strategies For Of Outdoor Areas Electricity Contingencies •Create Architectural •Promote Sustainable Sketches Energy •Architectural Design •Electrical Engineering •Architecture Regulations •Draw Blueprints •Architectural Theory Conduct Field Work • Perform Field Research • •Consider Building Constraints In Architectural Designs •Design Buildings Write An Architectural • Brief •Integrate Building Requirements Of Clients In The Architectural Design •Satisfy Aesthetic Requirements •Urban Planning Transversal skills Literacy, numeracy, digital skills, communication, team work, problem solving, time management, et cetera * selected Source: ISCO 22 SKILLS FOR THE GREEN TRANSITION - SYNTHESIS NOTE