The circular economy is a model of production and consumption that aims to minimize waste and promote the sustainable use of natural resources through innovative product design, longer use, recycling and other interventions, as well as to regenerate nature. Fundamental principles of the circular economy concern designing out waste, regenerating ecosystems and keeping items in use (European Parliament, 2023).
Transitioning to a circular economic model has gained traction as a viable long-term means to eliminate social shortfalls and avoid deepening ecological crises. With a just transition to a sustainable future for all in mind, the circular economy can, if managed well, deliver various benefits across environmental, social and economic indicators. For example, by fulfilling societal needs with fewer materials, the circular economy can bring multiple environmental benefits, such as fewer greenhouse gas emissions, less pollution, cleaner water and air, and safeguarding biodiversity and nature. Additionally, the circular economy is a labour-rich model and, therefore, will provide new work opportunities to populations around the globe. Businesses that adopt circular approaches can enjoy financial benefits, competitive advantage, access to new markets, improved customer relations and increased brand value (Circle Economy, n.d.). Research from the Ellen MacArthur Foundation (2015) estimated that a global circular economy could offer a net annual benefit of €1.8 trillion in the European Union (EU) alone.
The global workforce needs to adopt greener and more sustainable practices. While there is consensus that technical and vocational education and training (TVET) systems will play a crucial role in the circular transition, mainly by equipping and upskilling professionals in sectors such as waste management, construction, agriculture and manufacturing, and that green and circular skills need to be embedded within TVET, many TVET institutions face obstacles that limit their ability to integrate these skills appropriately and effectively.
This study, commissioned and led by UNESCO-UNEVOC, analyses the main barriers and enablers to mainstreaming aspects of the circular economy in the curricula and training of TVET institutions and developing the knowledge and skills needed to make the value chain of jobs and occupations circular.
The goal is to inform and push the global discourse towards enhancing TVET’s contribution to the green transition and spotlight lessons relevant to the international TVET community. The study examined TVET curriculum planning and delivery in three countries: Ghana, Kenya and South Africa. It involved a sample size of 27 different actors, relevant bodies and institutions of TVET that helped estimate the current status quo and identify areas of future action. Based on the results gathered, the report highlights that while TVET training providers (universities, research or training centres) consider the circular economy relevant to their country’s labour market and TVET training provisions, their current understanding and integration of circular economy themes in their teaching is comparatively low in relation to their perceived potential impact. A second finding is that there is a disconnect between the current perception of the impact of a circular economy on the labour market and the actions required to mainstream circularity aspects in curricula. Furthermore, despite their acknowledgement of the importance of circular economy topics within curricula, over half of TVET authorities (ministries or national bodies) recognize that current TVET regulating measures or guidance frameworks do not adequately support TVET providers to adopt practices in the delivery of curricula content that reflect circular economy principles and ideas. These findings indicate that the circular economy is still emerging as a priority within the political environment in which many TVET authorities operate.
