1. TAESUS501A Analyse and Apply Sustainability Skills for Energy Efficiency to Learning Programs

2. Swinburne Welcome and Introduction

3. Swinburne 3 -Explore the link between sustainability and energy use, management, and efficiency -identify relevant sustainability issues and impacts related to energy and explore current and emerging practices within specific industry sectors -review key initiatives and policy related to education (sustainability skills and energy) -research sustainability skill requirements focused on energy, management and efficiency for a specific industry area to support sustainability -Learn how to customise a learning program to incorporate sustainability skills focused on energy use, management and efficiency. -Engaging sustainability and energy practitioners Objectives of two day workshop

4. Swinburne 4 1.Research sustainability and energy efficiency impacts and opportunities of an industry area 2.Determine sustainability skills focused on energy efficiency relevant to training 3.Customise program to incorporate sustainability skills focused on energy efficiency TAESUS501A Assessment Overview Analyse and apply sustainability skills for energy efficiency to learning programs

5. Swinburne -You name -Your industry area -Your secret to a good life Introductions

6. Swinburne 6 Sustainability - Some historical developments 1972Conference on the Human Environment (Stockholm) 1973United Nations Environment Programme (UNEP) 1983World Commission on Environment and Development (WCED) 1987Brundtland Report 1988Intergovernmental Panel on Climate Change (IPCC) 1992UN Conference on Sustainable Development (Rio ‘Earth Summit’) 1997Kyoto Protocol – Kyoto (Japan) 2004 National Framework for Energy Efficiency (NFEE) 2007 National Strategy for Energy Efficiency 2006Stern Review (UK) 2007Garnaut Climate Change Review (Australia) 2009Copenhagen Summit 2011 Commonwealth of Australia, Clean Energy and other Skills 2012Introduction of the Carbon Tax (Australia)

7. Swinburne Living Sustainably: National Action Plan transformation and change envisioning a better future critical thinking and reflection participation partnerships for change systems thinking education for all and lifelong learning (Source: Department of the Environment, Water, Heritage and the Arts, 2009. Living Sustainably- The Australian Government’s National Action Plan for Education for Sustainability http://www.environment.gov.au/education/publications/pubs/national-action-plan.pdf ) http://www.environment.gov.au/education/publications/pubs/national-action-plan.pdf Principles of Education for Sustainability (EfS)

8. Swinburne Education in the 21 st century…. Life-long requiring: high level of creativity critical thinking decision-making skills adaptability and flexibility effective information retrieval and evaluation holistic/systemic learning: seeing the connections education for a sustainable future.

9. Swinburne TERTIARY EDUCATION FOR SUSTAINABILITY CONTEXT Low scientific, eco-literacy and energy literacy in community ….the science of climate change….. Huge demand for sustainability skills and knowledge…for transition to a low- carbon future… All new graduates need sustainability skills and knowledge.. All courses need to embed sustainability whether hairdressers or architects… All existing workers also need upskilling: sustainability skills and knowledge… We need to provide skill transition packages for carbon intensive trades and professions….

10. World Café Activity What is sustainability? There are many definitions of sustainability. In a group, develop your own definition of sustainability & how it relates to energy use, energy management and efficiency: key words, concepts, principles. Appoint a scribe. Scribe stays with your ideas, others swap to another scribe. Rework, fill in gaps from previous group. Report back to the whole group. Form a definition that satisfies the whole group.

11. Sustainability & Energy Drivers of change: Policy background – key initiatives Emerging green skills in your industry Sustainability skills in industry

12. Swinburne Clean Energy and Other Skills National Framework for Energy Efficiency National Strategy for Energy Efficiency Green Skills Agreement (2009) Living Sustainably, National Action Plan for Education for Sustainability (DEWHA, 2009) National VET Sector Sustainability Policy & Action Plan (2009) Key Initiatives - Australia

13. Swinburne We need Australian trades and professions trained and educated in sustainability Primary objectives: 1.Develop national standards for skills for sustainability instruction 2.Revise training packages to incorporate skills for sustainability 3.Up skill vocational education and training (VET) teachers and instructors to deliver skills for sustainability 4.Support vulnerable workers through the transition to a low- carbon economy. National Green Skills Agreement

14. Swinburne Investment of $32 million over 4 years for key industry tradespeople and professionals for delivery of clean energy services, products and advice to Australian communities and businesses. -The Package has four elements:  baseline mapping project  trades training  professional training  integration of energy efficiency skills. Commonwealth of Australia, Department of Education, Employment and Workplace Relations, Clean Energy and Other Skills Package http://www.deewr.gov.au/Skills/Programs/WorkDevelop/ClimateChangeSustainability/Pages/CleanEnergySkills.aspxhttp://www.deewr.gov.au/Skills/Programs/WorkDevelop/ClimateChangeSustainability/Pages/CleanEnergySkills.aspx Clean Energy and Other Skills Package

15. Swinburne 15 Identify energy demand, management and efficiency requirements specific to your industry context related to: -legislation, -standards and -codes of practice. Group Activity

16. Swinburne Sustainability skills – Why now? 1.What are the implications of this Agreement for your industry? 2.What are the implications of ‘values and attitudes’ for yourself as an educator/your training organisation? 3.Provide some examples of how we can teach values and attitudes for sustainability in your industry sector. 4.List barriers for your industry in implementation. Describe some ways you and your training organisation could address these barriers. Small Group Activity Green Skills Agreement & Clean Energy and Other Skills

17. Sustainability & Energy Issues and impacts related to: Energy use Energy management Energy efficiency

18. Swinburne 18 Cost savings through eco-efficiencies Changing consumer sentiment Innovation and business opportunities Economic costs of climate change Corporate social responsibility/triple bottom line Others? Drivers for industry

19. Swinburne Sustainability issues and Impacts for industry ABC Science production series: ‘Crude: the incredible journey of oil’Crude: the incredible journey of oil’ View Crude part 1 The series is a visual journey of the formation of fossil fuels from the age of the dinosaurs offering insight into the current release of greenhouse gases related to energy use. Video

20. Sustainability issues and Impacts for industry

21. Swinburne Activity - Effects Wheel In small groups, discuss: What are the effects of energy use? Complete the Effects Wheel handout

22. Swinburne 22 -Industry Drivers -Insert a relevant industry case study on best practice related to energy use, management, efficiency, etc. Industry Case Study

23. Review of main topics Questions Till’ tomorrow Review & Close

24. Welcome Back Review

25. Swinburne Identifying sustainability skills related to energy

26. Swinburne Group discussion Based on the sustainability issues and impacts related to energy in my industry: -What are the implications of these for the VET sector? -What are the required sustainability skills for clean energy and energy efficiency? -How will it affect your role as an educator? -What are your reflections/thoughts so far? Sustainability implications for VET

27. Swinburne 1. New job creation. 2. Job substitution. 3.Realignment or transformation of many existing jobs. 4. Some existing jobs may be eliminated. United Nations Environment Program (UNEP) Sustainability implications for VET Four main labour market adjustments will occur during the transition to a sustainable economy:

28. Swinburne Of the 7 EfS principles, three in particular provide a range of useful tools for EfS ‘classrooms’: envisioning a better future critical thinking and reflection systems thinking. Applying EfS principles and tools:

29. Swinburne 29 Sustainability skills and industry Imagine your industry in five years time in a sustainable future. -What new practices might emerge as the industry reduces energy use and becomes more efficient? -What skills, knowledge, values and attitudes will workers need to support new practices? -How might they develop these new skills? -What are the steps or changes that will take the industry there? Activity – Visualising the future

30. Applying Education for Sustainability in VET to support energy management and efficiency Customing Programs

31. Swinburne Select a unit of competency you are / will be teaching 1.Critique the unit for the key sustainability skills content related to energy efficiency. 2.Consider where sustainability skills for energy use, management or efficiency can be embedded. 3.Research and identify useful resources from the Energy Efficiency Opportunities Exchange (EEOX) or EfS web and printed resources, vocationally specific best practice and resources relevant to your teaching area Embedding Energy Related Sustainability Skills (1 of 2)

32. Swinburne 4.Develop the overall structure and plan for your teaching and learning program, and establish monitoring and reporting methods. 5.Use your research to plan teaching and learning activities (or PD for your staff or combination or these). 6.What might be some challenges or barriers to implementation? Adapted from: http://www.eauc.org.uk/sorted/files/esd-embedding_1.pdfhttp://www.eauc.org.uk/sorted/files/esd-embedding_1.pdf Embedding Energy Related Sustainability Skills (2 of 2)

33. Swinburne 33 -Insert sample unit content to support discussion here Example Unit

34. Swinburne 34 Who are the experts in your area? How do you know? Use the internet and brainstorm as a group. Example peak industry or international groups Industry / VET contacts at TAFEs and universities or Industry Skills Councils engineers, energy auditors or assessors energy retailors or generators state and / or federal government departments local government – sustainability officers independent agencies, e.g. Choice, PA, environmental watchdogs colleagues and personal networks. Group Activity: Sustainability and Energy Specialists

35. Swinburne -Reflection and Discussion -How do we create an enabling environment for transformational learning? -How might we teach differently to create change? Sustainability implications for VET?

36. Evaluations Feedback Thank you

37. This publication was funded under the National Strategy for Energy Efficiency and is a joint initiative of Australian State and Territory Governments. The publication should be attributed to the National Centre for Sustainability, Swinburne University of Technology. This publication is licensed under a Creative Commons Attribution 3.0 Australia licence. In essence, you are free to copy, distribute the work, as long as you attribute the work and abide by the other licence terms. To view a copy of this licence, visit: http://creativecommons.org/licenses/by/3.0/au/http://creativecommons.org/licenses/by/3.0/au/ This document must be attributed as the work of the National Centre for Sustainability, Swinburne University of Technology and funded under the National Strategy for Energy Efficiency. © Sustainability Victoria 2012