The roads and bridges will be rebuilt, debris will be cleared, and the communities will slowly recover; however, the scars will remain deep, and it will be a long process of healing. As a country, this should not be treated as a simple reconstruction and return to normal. This tragic event should force us to ask a crucial question: What sort of skills do we need to remain resilient in a changing climate?
The unforgettable moments from August 26 are a stark reminder for all of us. The scale of devastation is beyond our imagination. The data published by the government is only preliminary, and it doesn’t measure psychological damage. Of course, the rescue and relief mission are the immediate priority; however, special attention needs to be provided for reconstruction. The long-term challenge for us is climate change and the skills required to work, build and earn a livelihood. In short, Nepal needs green skills.
Green skills are skills for Nepal’s future
The concept of green skills is often understood as environmental skills or renewable energy. In fact, these skills are broader, and they include technical, non-technical and soft skills which are needed to support and maintain the environment, use resources efficiently, respond to climate change and contribute to a greener economy. In recent times, the nature of work has been constantly changing due to climate change. A hydro engineer working in a power station needs to consider flood and landslide risks. A civil engineer needs to apply climate-resilient and resource-efficient practices in their day-to-day work. Similarly, an agriculture technician should have knowledge of changing rainfall patterns, water efficiency and soil conservation. A traditional electrician needs to know how to maintain solar systems and, at the same time, should have knowledge of batteries and energy efficiency. So, these changes tell us that the occupations may remain the same, but the competencies to perform these jobs are constantly changing. So, we need to green our existing occupations alongside focusing on creating new green jobs.
We need green workers, not only green jobs
Nepal is making remarkable progress in the e-mobility sector, and some other sectors are following the same path, such as hydro, renewable energy and tourism. There is also a good opportunity in other sectors such as sustainable agriculture, waste management and environmental services. But the majority of the workforce is engaged in construction, manufacturing, agriculture and tourism. This is the right time for us to upgrade our existing workers. A mason can be re-skilled and upskilled as a climate-resilient worker; an electrician can upgrade himself/herself as a renewable-energy technician. A traditional farmer can learn and apply climate-smart agriculture technologies. Similarly, a roadside worker can acquire competencies in environmentally friendly construction and maintenance. A person working in the tourism sector can develop sustainable tourism management skills. By applying these approaches, the existing climate policies are connected to employment policies, and they make green skills relevant to workers whose occupations might not be completely regarded as “green,” but these initiatives are helpful in reducing pollution, reusing resources and building resilience.
Flood resilience portal launched
TVET should become Nepal’s green-skills engine
Against this backdrop, the role of Technical and Vocational Education and Training (TVET) emerges as a key driver. Nepal’s TVET system has already proven that it has the capacity to prepare a skilled workforce and technicians demanded by the labor market. The important question here is whether the TVET curricula, instructors’ capacity, assessment system and relation with industry have been updated at regular intervals and kept pace with the green transition. The recent work of development partners (British Council, UNESCO and some other studies) in the area of green TVET has identified the growing demand for skills in the areas of e-mobility, eco-tourism, climate-smart agriculture, resource efficiency, renewable energy and waste management, alongside competencies such as environmental awareness, social skills, teamwork, creative thinking and problem-solving. So, there needs to be a common module of green skills which is applicable to all the sectors of TVET. The common green-skills module should be part of the core competencies for all occupations.
Green skills are more than technical skills
A green-skilled workforce needs to have knowledge and skills beyond the technical aspects of green technologies. Workers should be capable of identifying and assessing environmental risks, mitigating those issues, working in a group to solve identified risks, clearly communicating regarding climate-associated risks and collaborating with communities to identify risks. For example, a solar technician may know how to install a solar system, but he/she must be able to communicate with the user/client, keep updated with the technology, diagnose the problem and maintain the system. Thus, green skills extend beyond technical skills to include environmental awareness, adaptability, resource efficiency, social skills, economic skills and problem-solving skills.
The role of local government cannot be ignored
The local government has a big role to play in Nepal’s climate resilience, as the ability of local governments to cope with climate change will be tested time and again. Local communities, government and non-government organizations, and municipalities are the ones who have to take initiatives with the relief and rescue operations, along with the long rebuilding process. The need for people who have practical green skills will be high at the local level. Local technicians having green competencies can help assess environmental risks, manage waste and debris, support resilient infrastructure and contribute to designing and implementing local-level climate adaptation plans. So, the plan to produce skilled workers with green skills needs to reach the provincial and local governments in partnership with businesses and industries.
Nepal needs a green-skills system, not isolated projects
A recent study conducted by the British Council on Nepal’s green-skills landscape examined key areas such as policy, curriculum, assessment, employer engagement and institutional strengthening, and among many suggestions, the systematic integration of green skills in Nepal’s TVET system was one of the highly recommended areas. The study also suggested developing a framework as a guiding mechanism for the integration of green skills. The report reflected a key reality: green skills are not something that can be developed in isolation. All the stakeholders of the TVET system should work together in the development of green skills. One important question Nepal should ask is: What types of green skills do workers need over the next 10, 20 or 30 years?
The recent catastrophic event in Rasuwa and Nuwakot has shown that climate resilience is not limited to infrastructure and finance. It requires people with skills to build, fix and protect our country.
Planning should be done in collaboration with different ministries and government departments working in the area of the environment; however, the leadership role should be shown by the Ministry of Education and Sports (MESS). Clear policy directions and assurance of funding should come through MESS, while the apex body of the TVET system in Nepal, i.e. Council for Technical Education and Vocational Training (CTEVT), should take charge of implementation. Businesses and industries should be given full mandate to update and integrate the green skills that the market has demanded through Sector Skill Committees (SSCs). The Green Skills Advisory Board (GSAB) has already been established as a public-private initiative, which is a good initiation in the process of greening TVET; however, the working modality and full functionality of GSAB need to be assured. So, there needs to be a fully functional body/mechanism to lead the process of green-skills integration in the TVET system.
Green skills can turn climate risk into opportunity
Although climate change is a major threat to Nepal, it has opened the door of possibility for transition to a greener economy. Every crisis brings opportunity, and this disaster has forced us to rethink how we can build structures that are resilient. Youths need to be trained in improving resource efficiency, and there is a high demand for workers in the international labor market with green competencies. So, this could be an opportunity to connect the missing link between employment, entrepreneurship, green skills and green economic transformation. A young graduate trained with skills in climate-smart agriculture techniques, e-mobility, renewable energy, eco-tourism and sustainable construction can contribute to the national and international economy.
From rebuilding to building differently
One common term which is used in the disaster is “build back better.” This phrase has a practical meaning in Nepal’s context. Building back better means understanding why this failed in the first place, and then what needs to be changed. In this way, an engineer understands future environmental risks, construction workers are capable of using resilient practices, and farmers adapt their production cycle in alignment with climate conditions. In short: resilient infrastructure needs a robust skill ecosystem.
The recent catastrophic events have taught us the cost of vulnerability. As we have already entered into the phase of reconstruction, it has provided us a window to invest not only in physical infrastructure but also in human capital with the competency to apply climate-resilient skills to make our infrastructure strong and able to survive the next shocks.
As a country, our priority should be towards a coherent national green-skills agenda linking our climate and environmental policy to TVET and employment. Green skills should be systematically integrated into our system rather than treated as a standalone activity. The important question here is: Nepal doesn’t only need green skills – it needs them on a fast track, and the transition should not be only in policy alone; it should be about people with green skills.
The author is a PhD scholar at Kathmandu University School of Education researching Green TVET and Green Skills in Nepal and has more than 15 years of experience in technical and vocational education and training.
