Title page
Contents
Abstract 4
Chapter 1. The Green Transition and the Labour Market 7
1.1. Green jobs and brown jobs 7
1.2. Green job growth and employment 13
1.3. Strategic shortages in the green transition 14
1.4. Conclusion 15
Chapter 2. Green Futures 16
2.1. What does the PISA tell us about student interest in environmental matters? 16
2.2. What do young people think about green employment? Insights from the OECD's PISA 2018 survey 20
2.3. Insights from non-OECD survey data 20
2.4. Conclusion 21
Chapter 3. Methodology and Conceptual Approaches 22
3.1. Project methodology: How the study was conducted 22
3.2. Qualitative analysis constituted a significant part of the methodology, focusing on two questions: 23
3.3. Conceptualising green guidance 23
3.4. An OECD Framework for green guidance 24
3.5. Predictors of better employment outcomes: Exploring, Experiencing and Thinking about career development 27
3.5.1. Exploring the future 27
3.5.2. Experiencing the future 27
3.5.3. Thinking about the future 28
3.6. Green guidance in the context of effective career guidance: OECD Career Readiness Indicators and capitals analysis 28
Chapter 4. Examples of Practice: Green Guidance Programmes 30
4.1. Building student environmental literacy for green careers 30
4.1.1. Examples of programmes promoting environmental literacy 32
4.2. Helping students understand green jobs 34
4.2.1. Personalised career development 35
4.2.2. Applied learning: Connecting the curriculum with green careers 37
4.3. Helping students progress towards green jobs 42
4.3.1. Offering insights into green industries that are timely and relevant 43
4.3.2. Programmes offering self-reflection, assessments and targeted opportunities to foster skills 46
4.3.3. Workplace experience: Engaging with employers 48
4.4. Green career pathway programmes 51
4.4.1. Examples of green career pathway programmes 51
Chapter 5. Conclusion 54
Annex A 55
References 65
Table 1.1. Commonly used definitions of green jobs 11
Table 1.2. Labour market studies quantifying green employment 13
Table 3.1. Indicators of teenage career readiness 26
Table 4/Table 2. Examples of green guidance 55
Figure 2.1. Student self-efficacy regarding global issues, by task 16
Figure 2.2. Students' capacity to take action 17
Figure 2.3. Students who agree or strongly agree to the statement that "looking after the global environment is important to me" 18
Figure 2.4. Young people care about climate change but often feel unable to make a difference 19
Figure 3.1. Distribution of green guidance programmes 22
Figure 3.2. Model of green guidance 25
Figure 4.1. Student environmental attitudes by proficiency in science 31
Figure 4.2. A model of green guidance: helping students understand green jobs 35
Figure 4.3. Providers of green guidance found across 20 countries 38
Figure 4.4. A model of green guidance: Helping students progress towards green jobs 43
Boxes
Box 1.1. The impacts of climate change 8
Box 4.1. Digital versus in-person delivery of career guidance 36