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It further details six “quick wins” for advancing green-skills development, followed by concluding lessons learned and related research analysis.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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workers and entrepreneurs, building green career guidance programs across education and TVET levels, and upskilling teachers and skills assessors.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},584243,1792193084,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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that provided valuable feedback for this report, including the Department of Labor and Employment – Institute for Labor Studies (DOLE/ILS), the Technical Education and Skills Development Authority (TESDA), the Commission for Higher Education (CHED), the Department of Education (DepEd), the Department of Environment and Natural Resources (DENR), the Climate Change Commission, the Philippine Chamber of Commerce and Industry (PCCI) , the German Philippine Chamber of Commerce, the Nationally Determined Contributions Partnership (NDCP), the Asian Development Bank (ADB), and the National Youth Commission.  \nWe deeply appreciate the visionary leadership of Attorney Rachel Anne S. Herrera, Climate Change Commissioner, and Honorable Jose Francisco Benitez, Director General of TESDA. Their unwavering commitment to a greener economy and green skills development in the Philippines has provided impetus for this case study.  \nAdditional appreciations are extended to the following individuals who provided their valuable insights, validation, and clarifications during the consultation interviews: Mr. Bernard Mangulabnan, Ms. Athena Mari E. Son, and Mr. Joe Mari Francisco from DOLE/ILS; Dr. Liesbet Steer and Ms. Teresa Labonia from Systemiq; Ms. Gemma Reyes, Ms. Karol Josef Lopez, Mr. Francis Mejorada, Ms. Bernadette Audije, Marisol Gallegos, Edgardo Caldit, and Mr. Clefford Pascual from TESDA; Mr. Michael Gayona from the TESDA Green Technology Center; Mr. Marlon Mina from PCCI; Mr. Bilal Khan from the ADB, Ms. Joyceline Goco of the Climate Change Commission and NDCP, and Elenida Del Rosario-Basug and Maria Cristina A. Francisco of the DENR. Their expertise and insights provided contextual knowledge and perspectives that enriched the research and significantly informed the analysis and conclusions presented herein.  \nFinally, this report would not have been possible without the incredible guidance and relentless support throughout the process from the following staff of Education Development Center (EDC): Mr. Philip Purnell, Senior International Technical Advisor; Ms. Melanie Sany, Director of Youth & Workforce Development and Green Economies; and Ms. Ishadora Lim, Opportunity 2.0 Higher Education Consultant.  \nDisclaimer  \nThe views and interpretations expressed in this paper are solely those of the authors and do not necessarily reflect the views of Education Development Center or its partners.  \nCopyright © 2025 Education Development Center. All rights reserved.  \nPhotos courtesy of: USAID Philippines Opportunity 2.0 and Getty Images  \nContents  \nAcronyms and Abbreviations ....................................................................................................1  \n1. Executive Summary .............................................................................................................3  \n2. Introduction, Objectives, and Methodology ............................................................................9  \nObjectives ......................................................................................................................... 12  \nMethodology and Scope ....................................................................................................... 13  \nOrganization of Case Study ................................................................................................... 13  \n3. Market Demand for Green Jobs and Skills ............................................................................ 14  \nSix Sectors Represent the Strongest Demand for Green Jobs ..................................................... 16  \nIdentifying Green Occupations and Skills Gaps ........................................................................ 20  \nGreen Job Growth Comes with a Decline in Employment in Some Sectors .................................... 23  \nGreen Jobs in the Informal Sector ......................","cbCaipx1NCqfsZ9I","https://ap.wps.com/l/cbCaipx1NCqfsZ9I","pdf",2111876,62,"English","# Acronyms and Abbreviations\n# 1. Executive Summary\n# 2. Introduction, Objectives, and Methodology\n## Objectives\n## Methodology and Scope\n# 3. Market Demand for Green Jobs and Skills\n## Six Sectors Represent the Strongest Demand for Green Jobs\n## Identifying Green Occupations and Skills Gaps\n## Green Job Growth Comes with a Decline in Employment in Some Sectors\n## Green Jobs in the Informal Sector\n# 4. Policy and Progress on Climate and Green Jobs\n## Philippines Alignment of Policies and Plans with Global Frameworks\n## National Policies, Laws, and Plans\n## Government Initiatives Promoting Green Jobs and Skills\n# 5. Catalyzing Youth Skills and Green Jobs\n## Insights from the Opportunity 2.0 Experience\n# 6. Opportunities to Accelerate Skills for the Green Economy: Six Quick Wins\n## Quick Win 1: Establish and Scale Local Green Development Alliances\n## Quick Win 2: Develop Specialized Technical Courses in Key Subsectors\n## Quick Win 3: Develop Certified Courses on Cross-Cutting Skills with a Green Lens\n## Quick Win 4: Develop Short-Term Green Training Programs for Informal Sector Workers and Entrepreneurs\n## Quick Win 5: Create Green Career Guidance Programs at Secondary, TVET, and Levels\n## Quick Win 6: Upskill Teachers, Faculty, Skills Assessors, and Facilities\n## Financing for Green Skills\n# 7. Conclusion and Lessons Learned","[{\"question\":\"Who are the key contributors acknowledged in the report?\",\"answer\":\"The report acknowledges Philippine agencies such as DOLE/ILS, TESDA, CHED, DepEd, DENR, and international partners including ADB, NDCP partnership, and Systemiq, plus individuals who supported consultations and validation.\"},{\"question\":\"What is covered under the market demand section?\",\"answer\":\"It examines demand for green jobs and skills, identifies green occupations and skill gaps, and addresses job growth alongside employment declines in some sectors, including discussion of informal-sector green jobs.\"},{\"question\":\"What are the six quick wins proposed to accelerate green-economy skills?\",\"answer\":\"They include forming local green development alliances, developing specialized technical courses, creating certified cross-cutting courses with a green lens, launching short-term training for informal-sector workers and entrepreneurs, building green career guidance programs across education and TVET levels, and upskilling teachers and skills assessors.\"}]","Acknowledgement and Disclaimer - Case Study Contents on Green Jobs and Skills | PDF",1792050311,156]