UK - Indonesia green skills collaboration report

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• Introduction
• Executive summary
• Key takeaways
• Recommendations
• Conclusion
• A spotlight on Indonesia's green skills demand
• Scaling Green TVET
• A call for urgent and inclusive action

Introduction

This report presents the findings from the visit of the UK Department for Business and Trade (DBT)'s Skills and Professional Bodies Specialist to Indonesia, which took place from 9 to 16 December 2024. The report provides a preliminary assessment of the current landscape of vocational, technical, and professional training opportunities in Indonesia, particularly relating to green skills.

By engaging directly with local stakeholders, including educational institutions, training providers, employers, and community leaders, the visit aimed to identify skills gaps that hinder economic growth and social development.

This scoping exercise offers insights into existing resources, infrastructure, and curricula, ensuring that future intervention align with local needs and priorities.

Executive summary

Indonesia, a key global player in climate action, is at a critical juncture. With its vast forests, rich marine ecosystems, and significant greenhouse gas emissions, the nation faces a crucial challenge: bridging the green skills gap to meet its climate objectives. This scoping visit evaluated Indonesia's Technical and Vocational Education and Training [TVET] systems, uncovering both opportunities and systemic challenges in equipping a workforce with the green skills necessary for a sustainable economy.

Key takeaways

The Indonesian Government's has a strong commitment to green skills, prioritising green skills development through several policies, including the National Medium-Term Development Plan [RPJMN]. This commitment is helping TVET institutions to better align curricula with green ambitions. However, green skills policies across government ministries remain inconsistent.

Many technical and vocational schools and institutions have begun to incorporate topics including environmental sustainability and renewable energy into their skills programmes, equipping learners with the relevant skills for green jobs in agriculture, energy, construction, and the maritime industry. Outside of city economies, demand alignment is much more sporadic and inconsistent. Generally, there are isolated training modules in renewable energy and sustainable agriculture, but often these ignore the potential for cross-cutting applicability to other sectors like the maritime industry.

Indonesia’s shift towards a green economy, driven by policies such as the Renewable Energy Act, has increased demand for workers with expertise in sustainable practices, energy efficiency, and waste management. TVET plays a crucial role in meeting this demand.

Collaborations between the government, private sector, international organisations, and institutions positively impact green skills TVET programmes and drive green skills training.

Companies contribute by providing industry insights, training resources, and internship opportunities.

Despite progress, the curriculum still falls short of meeting emerging industry demands, especially in digital competencies such as smart grid management, precision agriculture, agri-tech, circular economy, and sustainable energy. Critical gaps persist, including outdated curriculum content, insufficient expertise among teachers and trainers, outdated pedagogies, and limited collaboration between institutions, companies, and policymakers. Additionally, infrastructure for green skills remains limited or underutilised.

Geographic disparities exacerbate issues, with rural areas lacking access to quality training compared with larger city locations. Data from the World Bank Group on youth unemployment shows that almost a quarter of young people [22.5%] in Indonesia are not in education, employment or training. Data on the Indonesian education system from the Organisation for Economic Co-Operation and Development (OECD) estimates that only 19% of 25-34 year olds had a tertiary qualification in 2021, much lower than the global average of 47%. Society harbours a negative perception of TVET as a “second tier” pathway, which hinders worker engagement and learner enrolment. The lack of learner progression routes, articulation, and acceptance of vocational qualification credits with academic qualifications exacerbates the divide between TVET and the traditional academic pathway.

Recommendations

Conclusion

Indonesia’s transition to a green economy is both a challenge and an opportunity. By addressing the systemic issues in its TVET systems and leveraging partnerships, the nation can equip its workforce with the necessary green skills to meet its climate goals and drive sustainable economic growth. The recommendations and insights provided in this report aim to guide future interventions and ensure that Indonesia remains competitive and resilient in the face of global environmental challenges

A spotlight on Indonesia's green skills demand

Indonesia’s transition to a green economy, targeting 23% renewable energy by 2025 and net-zero by 2060, requires scaling expertise, for example in solar and wind energy, green construction, circular waste management, and sustainable forestry. Digitalisation will further transform sectors like agriculture and energy, demanding skills in the Internet of Things [IoT] and data analytics. The government’s push for electric vehicles [EVs] and green industrial zones highlights urgent workforce needs. Without rapid upskilling, Indonesia risks lagging in regional competitiveness, particularly as ASEAN neighbours advance green manufacturing.

Indonesia’s transition to a sustainable economy depends on its ability to cultivate a workforce equipped with green technical and vocational skills. This demand is shaped by intersecting pressures and opportunities at the ASEAN, global, domestic, business and societal levels.

As ASEAN’s largest economy and a key player in regional climate action, Indonesia must balance the need to compete and collaborate. The ASEAN Economic Community [AEC] aims to establish a “green ASEAN” by 2030, with targets for renewable energy integration and sustainable infrastructure. Indonesia’s ability to supply skilled workers for cross-border projects, such as the ASEAN Power Grid or transnational biodiversity corridors, will determine its leadership role.

A report on green jobs and transition readiness in Indonesia from the National Development Planning Agency (Bappenas) estimates 3.9 million new green jobs will exist and need filling by 2030. ASEAN estimates a regional need for 6 million green energy workers by 2030. Indonesia, with its geothermal and solar potential, could supply 1.5 million of these jobs, but requires upskilling in geothermal engineering and grid management. The $20 billion Just Energy Transition Partnership [JETP] with G7 nations mandates workforce development for renewables, and is creating demand for 300,000 workers in solar, wind, and grid modernisation by 2030 [IEA, 2023].

The required numbers of new and transitioned workers into green roles is staggering. Indonesia’s green skills demand is a microcosm of global and regional sustainability challenges. Success hinges on aligning TVET reforms with ASEAN integration, global market trends, domestic industrial policy, private-sector innovation, and societal equity. Failure risks not only climate breakdown, but also economic marginalisation in a decarbonising world. By adopting a multidimensional strategy, bolstered by international funding and cultural adaptability, Indonesia can position itself as a green skills hub, ensuring inclusive growth and regional leadership.

Challenges

Indonesia’s efforts to cultivate a green workforce are hindered by systemic challenges, including brain drain, rural and urban divides, and unequal access to education. These difficulties collectively threaten its climate ambitions. A growing brain drain sees skilled workers, particularly in renewable energy and engineering, migrating to countries offering higher wages and advanced training opportunities, leaving domestic industries understaffed. For instance, 40% of Indonesian engineering graduates pursue careers abroad, exacerbating talent shortages in critical sectors like solar energy and electric vehicle production.

Simultaneously, a stark rural-urban divide limits opportunities, with 70% of green training infrastructure concentrated in Java, while rural regions, home to 45% of the population, lack access to quality vocational programmes in many areas, but especially in green skills. Remote areas like Papua and Maluku face acute shortages of trained instructors and modern equipment, perpetuating reliance on informal, low-skilled labour in sectors like agriculture, which accounts for 60% of deforestation.

Access to education is further restricted by socioeconomic barriers: only 12% of vocational schools in Eastern Indonesia offer green modules, and costs for specialised courses remain prohibitive for low-income families.

Cultural stigma against vocational education persists. A report on education in Indonesia from the OECD found that 65% of households prioritize university degrees over TVET pathways, despite rising demand for green technical roles. These disparities risk entrenching inequality, as rural youth and marginalised groups are excluded from the green economy, while urban centres attract investment and talent. Without addressing these structural gaps, Indonesia’s transition to a sustainable economy will remain uneven, undermining both its climate targets and social cohesion.

Opportunities

Some of Indonesia’s education institutes are increasingly engaging in partnerships to advance green skills development. Where possible, they are leveraging collaborations with governments, industries, international agencies, and non-governmental organisations (NGOs). Public-private partnerships are slowly becoming a cornerstone, particularly in sectors like renewable energy and sustainable agriculture. For example, vocational schools [Sekolah Menengah Kejuruan or SMKs] partner with companies such as PLN [Indonesia’s state electricity company] to deliver solar PV technician training, combining classroom learning with hands-on internships.

Similarly, the German - Indonesian ‘DeveloPPP’ programme, supported by Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), Germany's sustainable development and international education service provider, has enabled 50 vocational training centres [Balai Latihan Kerja or BLKs] to integrate renewable energy modules into curricula, training over 5,000 instructors since 2020. These partnerships often focus on co-designing competency standards, ensuring graduates meet industry demands for roles like wind turbine technicians or sustainable forestry managers. They are supported by external funding.

International collaborations are also pivotal, with universities and TVET institutions tapping into global expertise and funding. The UK’s Skills for Prosperity Programme for example, supported green maritime training in Eastern Indonesia, linking institutions such as National Polytechnic in Batam [Polibatam] with UK maritime colleges such as the City of Glasgow College. This delivered a range of capacity building for teachers as well as new co-created content for learners.

Priority sectors

Renewable energy

• training in geothermal energy, of which Indonesia is the world’s 2nd-largest producer, and solar PV installation for rural electrification
• skills for EV battery manufacturing, leveraging nickel reserves for global supply chains

Sustainable agriculture and forestry

• peatland restoration and agroforestry to meet the Foresty and Other Land Use (FOLU) Net Sink 2030 to promote carbon neutrality in forestry and land use
• certification programmes for sustainable palm oil (the Roundtable on Sustainable Palm Oil [RSPO] standards) to reduce deforestation

Marine and coastal management

• mangrove rehabilitation and plastic waste management. Indonesia is the 2nd-largest marine plastic polluter
• sustainable fisheries training to protect biodiversity in the Coral Triangle

Circular economy and waste management

• skills in recycling, biogas production, and waste-to-energy systems for cities like Jakarta

Green construction

• energy-efficient building design and smart city planning for urban centres

Cross-border research partnerships, such as the World Bank’s collaboration with Bogor Agricultural University, have developed climate-resilient farming curricula used by 300+ vocational schools. These initiatives not only enhance technical knowledge, but also align Indonesian standards with global benchmarks, improving workforce mobility in ASEAN and beyond.

Indonesia’s businesses drive 83% of GDP. Industry-driven partnerships are essential and are expanding, particularly in high-growth sectors like electric vehicles [EVs] and circular manufacturing. Automotive giants Hyundai and Tesla have established training academies at Indonesian universities, such as Universitas Indonesia, to prepare engineers for EV battery production and smart factory systems. In the circular economy, Unilever’s “Rethinking Plastics” initiative partnered with 15 vocational schools to train waste management specialists, reaching 2,000 learners annually.

Similarly, Pertamina’s Green Energy Academy collaborates with polytechnics to certify technicians in biofuel production, addressing Indonesia’s target of 15 million kilolitres of green fuel by 2030. These partnerships often include equipment donations, such as Siemens’ provision of smart grid simulators to Jakarta State Polytechnic, bridging the gap between theoretical training and workplace readiness.

Grassroots and NGO-led partnerships are addressing regional disparities and informal sector needs. Organisations like Eco-Bali work with rural vocational schools to train communities in composting and eco-tourism, directly engaging more than 10,000 farmers since 2021. The Indonesia Global Compact Network [IGCN], a UN-backed body, connects 30 universities with small-medium enterprises to deliver carbon literacy programmes, benefiting 5,000 businesses.

Religious institutions, such as Islamic boarding schools [‘pesantren’], have partnered with NGOs like Wahana Lingkungan Hidup Indonesia [WALHI] to integrate agroecology into their curricula, reaching 4 million students annually. These community-based models illustrate how decentralised partnerships can broaden access to green skills, particularly in underserved regions like Papua and Nusa Tenggara.

Maritime sustainability and blue economy partnerships

Indonesia’s vast marine resources position it as a leader in the blue economy, yet skills in sustainable fisheries, coral reef restoration, and marine plastic waste management remain underdeveloped. Specialist UK education institutes and providers could partner with Indonesian institutions to design certified courses in marine biodiversity conservation and sustainable shipping.

Climate tech innovation labs with startups

Indonesian edtech startups like Gizmo or Edukasi CO2 could collaborate with UK and Indonesian education intuitions and private independent edtech suppliers to create immersive learning platforms using AI and VR for green skills. For example, simulating rainforest carbon-capture projects or virtual labs for hydrogen fuel cell engineering. Education institutes could co-host joint hackathons focused on renewable energy solutions, fostering student entrepreneurship. Such innovation labs could also offer globally recognised micro-credentials in sustainability analytics, targeting Indonesia’s digital-savvy youth.

Disaster resilience and climate adaptation training

With Indonesia facing rising climate-induced disasters, partnerships between institutions and the National Agency for Disaster Countermeasure [BNPB] could train specialists in flood mitigation, drought-resistant agriculture, and green infrastructure design. Collaborations with UK institutions and international bodies like the UN Office for Disaster Risk Reduction [UNDRR] might develop skills programmes in community-based disaster risk management, integrating Indigenous knowledge with modern techniques. For example, training students in bamboo-based erosion control systems used in Bali or tsunami-resistant architecture inspired by traditional Acehnese designs.

Cultural heritage and sustainable craftsmanship programmes

Indonesia’s rich cultural traditions offer untapped potential for green skills tied to eco-friendly craftsmanship. Partnerships between vocational institutions in both Indonesia and the UK could train artisans in sustainable batik dyeing using natural pigments or renewable energy-powered pottery kilns. Collaborations with East Nusa Tenggara’s ikat weaving communities might revive organic textile practices, linking to global ethical fashion markets.

Green finance and ESG investment education

As Indonesia mobilises $1 trillion for its energy transition, institutions and chartered bodies could partner with financial institutions [e.g., Bank Mandiri] and global networks like the Global Reporting Initiative [GRI] to develop courses in green bond structuring, carbon credit trading, and environmental, social and governance (ESG) auditing. Joint programmes between the UK and Indonesia might create dual-certification pathways, addressing regional demand for experts in sustainable investment.

Cross-border green skills alliances

Leveraging ASEAN’s harmonisation agenda, Indonesian institutions could co-lead a UK-Indonesia consortium with specialist partner green skills and independent expert training providers. Focus areas might include standardised training in cross-border renewable energy grids or transnational wildlife corridor management. The ASEAN Secretariat’s Circular Economy Framework could underpin joint degrees in sustainable supply chain management, enhancing labour mobility across member states.

Agri-tech and farming collaboration

Agriculture contributes 13% of Indonesia’s GDP, but faces low productivity. Partnerships with UK institutions and agri-tech firms could train farmers in IoT-enabled aquaculture, drone-based pest control, and blockchain for traceability. Such specialist collaboration might introduce climate-smart curricula, such as soil enrichment or vertical farming for urban areas.

Youth-led green innovation incubators

Education institutions could jointly establish incubators for student-led sustainability ventures. For example, collaboration with Plug and Play Tech Centre could fast-track innovations in biodegradable packaging or solar-powered cold storage for fisheries. Such programmes would embed entrepreneurial skills into green TVET, aligning with Indonesia’s 2045 Vision for youth-driven economic transformation.

Scaling Green TVET

Grounded

Technical and vocational level programmes often prioritise traditional craft sectors, and curriculum often fails to integrate green and sustainability principles or technology skills.

Readiness

There is a shortage of experienced, occupationally competent teachers and instructors with real world experience especially in cutting-edge green technologies which inhibits knowledge transfer and skills creation.

Economics

There is limited investment in modernising TVET and skills infrastructure, especially in remote regions. Vocational institutions only receive a small amount of funding. Employers rarely invest in green skills training and where they do, it is very limited.

Engagement

There is limited careers information, advice and guidance available to young people or mature workers who need to transition into green roles. Lack of awareness of green career opportunities and persistent stigma around vocational education limits participation and reach. Engaging with employers remains a challenge, especially with smaller employers and those in remote locations.

New collaboration

Fragmented governance and a lack of joined-up thinking around collaborative approaches between ministries relating to green skills [for example, Education, Energy, Environment] impedes cohesive policy implementation, and reduces the effectiveness and impact of delivery.

A call for urgent and inclusive action

Indonesia’s green skills journey is not merely an educational reform, but a societal transformation. The nation’s ability to harness its youthful population, natural resources, and geopolitical significance hinges on its willingness to prioritise inclusive, future-ready skills development. While the challenges are formidable, they are not insurmountable. By leveraging international partnerships, fostering private-sector innovation, and addressing structural inequities, Indonesia can build a workforce capable of driving a just transition, one that balances economic growth with ecological stewardship.

The successful delivery of high-quality green vocational skills hinges on several factors. First, it is imperative that the training programmes are designed with both industry and environmental sustainability in mind. The needs of the green sectors, such as renewable energy, waste management, and green construction, among others, must be understood deeply and incorporated into a curriculum that is both practical and forward-thinking. By closely collaborating with industry stakeholders, UK training providers, and Indonesian experts, we can ensure that the curriculum is not only current, but also anticipates the future needs of the market, empowering learners with the skills they will need in the years to come.

In conclusion, the delivery of high-quality green vocational skills in Indonesia is a transformative endeavour that will shape the nation’s path towards a more sustainable, resilient, and prosperous future. With the right partnerships, innovative approaches, and a commitment to inclusivity, Indonesia has the potential to become a global leader in green skills development, empowering its workforce to tackle climate change, drive economic growth, and build a green, sustainable economy that benefits all Indonesians for generations to come.

Annex 1: Roadmap to a green future

Roadmap for developing green vocational skills in Indonesia in partnership with UK skills and training providers.

Objective:

The goal of this initiative is to develop and promote green vocational skills in Indonesia, focusing on sustainability, green technologies, and climate change mitigation. The roadmap outlines the key stages of collaboration between Indonesian stakeholders and UK skills and training providers to build a green workforce capable of supporting Indonesia’s transition to a more sustainable economy.

Phase 1: Foundation and stakeholder engagement (Year 1)

1. Establish partnerships

• Collaborate with government and key industry bodies: engage with Indonesian ministries (e.g., Ministry of Manpower, Ministry of Environment) and relevant industry bodies to secure commitment and align objectives
• Partner with UK skills providers: identify leading UK vocational education and training providers with expertise in green skills, sustainability, and clean energy sectors
• Set up a joint steering committee: form a steering committee with representatives from both UK and Indonesian sides to oversee the project, ensuring alignment with national goals for green skills development

2. Conduct needs assessment

• Identify key green sectors: conduct a comprehensive assessment of the most critical green sectors in Indonesia (e.g., renewable energy, sustainable agriculture, waste management, and green construction.)
• Evaluate current skills gaps: use surveys, interviews, and consultations with industry experts to map the skills gaps in these sectors and identify specific green skills in demand
• Analyse UK best practices: examine successful green skills development models in the UK, including curriculum structures, apprenticeships, and certifications, to adapt for Indonesia

3. Define programme scope and framework

• Set clear objectives: develop measurable objectives for the green skills training initiative, such as the number of trainees, industries served, and certifications offered
• Create a qualification framework: adapt the UK’s National Occupational Standards (NOS) for green roles and develop a framework for Indonesia that aligns with local job market needs

Phase 2: Programme development (Year 2)

1. Design curriculum and training programmes

• Collaborate on curriculum development: work with UK and Indonesian VET institutions to design a curriculum that includes both theory and practical components, tailored to Indonesia's green sector needs
• Focus on green technologies: ensure training programmes are aligned with cutting-edge technologies such as solar energy, wind power, electric vehicle (EV) infrastructure, circular economy principles, and sustainable construction methods
• Provide flexibility: design hybrid training models (blended learning, online courses, and in-person workshops) to allow access to remote areas of Indonesia

2. Capacity building for trainers

• Train-the-trainer programmes: develop comprehensive capacity-building workshops for Indonesian trainers, using UK expertise to equip them with the necessary pedagogical skills to teach green subjects
• UK trainers as mentors: facilitate a mentor-mentee relationship between UK and Indonesian trainers, ensuring knowledge transfer and continuous professional development
• Online resources: provide access to online resources, digital tools, and training platforms for ongoing learning

3. Certification and accreditation

• Align with international standards: ensure that the certification process follows internationally recognised standards, enabling Indonesian trainees to gain credentials that are valued globally
• Develop a dual certification system: offer both Indonesian and UK-accredited certifications, providing greater recognition and job mobility for graduates

Phase 3: Pilot programmes and implementation (Year 3)

1. Launch pilot programmes

• Select pilot regions: start with specific regions in Indonesia where green sector opportunities are most prominent, such as Bali (renewable energy), Java (sustainable construction), and Sumatra (sustainable agriculture)
• Target specific industries: launch pilot projects targeting sectors with the highest demand for green skills, such as solar energy technicians, waste management experts, and eco-friendly building construction workers
• Monitor and evaluate: implement a robust evaluation framework to assess pilot programme outcomes, learner satisfaction, and employer feedback, adjusting as needed

2. Industry engagement

• Industry partnerships: collaborate with key industry players (e.g., renewable energy firms, eco-tourism operators, green construction companies) to offer apprenticeships, work-based learning opportunities, and internships
• Job creation and placement support: work closely with employers to ensure job placement opportunities for graduates and create sustainable pathways to employment

3. Public awareness and promotion

• Campaign to raise awareness: launch public awareness campaigns to highlight the benefits of green skills, promote the training programmes, and encourage young Indonesians to pursue careers in sustainability
• Involve local communities: engage local communities in green skills initiatives by promoting environmental conservation and green technologies at grassroots levels

Phase 4: Scaling and long-term sustainability (Year 4 and onwards)

1. Evaluate and expand

• Conduct post-programme evaluation: collect feedback from trainees, employers, and training institutions to evaluate the effectiveness of the training and its impact on the green economy
• Scale programmes nationwide: use the lessons learned from the pilot phase to scale the training programmes across the nation, especially in under-served regions

2. Enhance industry-academia collaboration

• Strengthen links with institutions: partner with institutions in both the UK and Indonesia to embed green skills into higher education curricula, facilitating a continuous pipeline of qualified workers
• Develop joint research initiatives: encourage collaborative research projects between UK and Indonesian institutions to drive innovation in green technologies and skills development

3: Sustainability and funding models

• Create sustainable funding mechanisms: establish long-term funding models, such as public-private partnerships, to ensure the programme’s financial sustainability
• Seek international support: explore partnerships with international organisations (e.g., UN, World Bank) to secure further funding and support for scaling green skills training
• Increased green workforce: A large, well-trained workforce with skills in sustainable energy, waste management, green construction, and other green sectors
• Enhanced green economy: the growth of green industries in Indonesia, contributing to climate change mitigation and creating employment opportunities
• Stronger UK-Indonesia collaboration: a strengthened bilateral relationship, with long-lasting partnerships in education, skills development, and sustainability
• Global recognition: graduates from the programme equipped with internationally recognised qualifications, facilitating mobility and international career opportunities

This roadmap sets out a comprehensive plan to develop green vocational skills in Indonesia through strategic partnerships with UK training providers, enabling the country to meet its sustainable development goals while providing long-term career prospects for its workforce.

Annex 2: UK skills expertise

Every country operates in a dynamic global economy. For Indonesia to compete successfully, their workforce must have the right skills for green jobs, continually update their skills to attract inward investment, and support indigenous businesses.

The DBT supports UK TVET and skills training providers in working with governments, employers, trade and industry bodies, and training organisations to research, plan and implement the world-class training solutions to drive up individual and business performance.

Skills development is a rapidly growing area of interest globally. Up-skilling is now seen by governments, donors and employers as increasingly crucial and there is a greater demand for employable skills. In the words of the World Bank, “It is the knowledge that children and youth acquire today….that will drive their employability, productivity, health and well-being in the decades to come, and that will help their communities and nations develop and thrive".

The UK’s reputation at the forefront of strategic vocational policy and skills acquisition means it has a diverse range of additional experience for clients to utilise. Whether clients seek advice on commercialising vocational training, working with schools or brokering partnerships at all points of the training value-chain, UK skills providers understand the pitfalls and the leverage points that will save clients time and money. It is envisaged that the strength of the UK’s collaborative proposition will lead to greater long-term partnership with Indonesia.

Policy and strategy development

Establish aims and priorities of skills initiatives for green sectors. Support the development of technical and vocational skills policies and strategies which set out aims, strands of work, outputs, evaluation, research results and needs. Ensure the policy forms part of an integrated and contextualised skills plan.

Workforce intelligence and research

Develop and deliver workforce and labour market information, intelligence and insight used to identify skills priorities and inform the development of appropriate policies.

National occupational standards (NOS)

Develop nation-specific green job role occupational standards using expertise from specific industry sectors and identifying potential structures for NOS, including international benchmarking.

Curriculum and qualification development

Using extensive experience in writing and developing world-class green technical and vocational curriculum and qualifications directly linked to workplace standards. Enhancing staff capacity and capability in writing high quality curriculum and qualifications.

Accreditation and quality assurance

Develop quality assurance systems and procedures. Supporting the accreditation of training providers against nationally and/or internationally agreed standards to build and maintain quality provision, and add value to the training for employers and learners. Accreditation can be licensed to internationally recognised bodies or offered through national systems.

Training provision

Support the establishment of networks of training providers to deliver quality training in line with employer need and the skills strategy. The provider network could be shaped to become part of a skills system enabling employers to access training provision simply and effectively.

Training of trainers

On-site or UK-based courses, developing and delivering masterclasses for existing and new technical and vocational trainers. Also green skills programmes to build capacity within the competence assessment system.

Assessment and certification

Offering an all-encompassing regulated certification and recognition capability. A single point of access as either an awarding body or through strategic relationships with a range of high profile and internationally recognised awarding organisations.

Apprenticeships

Enabling promotion of green and future facing career options, including developing and implementing apprenticeship programmes and providing links between employers and students, tackling youth unemployment as a priority.

The UK green skills offer is:

• Sector focused: world-class green skills solutions tailored to industry
• Strategic: policy-aligned strategic approach that delivers systemic change
• Demand-driven: delivering the right green skills in a coherent way and creating impact
• Flexible and responsive: responsive future-facing green skills methodology to flex in a constantly evolving local and global market
• Bespoke and contextualised: creating sustainable and workable technical and vocational green skills models for regional and country deployment

Legal disclaimer

Whereas every effort has been made to ensure that the information in this document is accurate, the Department for Business and Trade does not accept liability for any errors, omissions or misleading statements, and no warranty is given or responsibility accepted as to the standing of any individual, firm, company or other organisation mentioned.