Assoc. Prof. Dr.Margarita Pavlova

Director, UNESCO-UNEVOC Centre (Hong Kong)

The Education University of Hong Kong



Issue 6

Field of expertise/main research projects:
Margarita Pavlova is a member of the Department of International Education and Lifelong Learning at the Hong Kong Institute of Education. Dr Pavlova served as the Director of the UNESCO-UNEVOC Centre at Griffith University for six years and she continues with this role at the Hong Kong Institute of Education. Margarita has rich international work experience in education across a variety of contexts (Europe, Asia, USA and Australia). Her research focus is concerned with policy, planning and curriculum development in vocational education at both national and international levels. She is internationally recognized for her work. Margarita’s current research and development projects are in the area of education for sustainability, development and green skills. She has published widely in the fields of her expertise and currently serves on the editorial board of the International Journal of Vocational Education and Training and on the editorial advisory boards of two book series published by Springer.

Articles byMargarita Pavlova

Editorial Issue 14: Preparing TVET Personnel to Achieve Sustainable Development Goals – Objectives, Concepts, and Experiences

Editorial Issue 14: Preparing TVET Personnel to Achieve Sustainable Development Goals – Objectives, Concepts, and Experiences

Full issue 14
Sustainable development goals (SDGs) cannot be achieved without human resource development (HRD) combined with capacity building for communities. The 2030 Agenda for Sustainable Development, adopted by United Nations members in 2015, highlights the need for protection, peace and prosperity for all ‘actants’ on the planet. It calls for an end to poverty and all deprivations by developing sustainable strategies to ensure food, shelter, financial independence, health, education and freedom are available to all.  However, these goals cannot be achieved without preserving the planet’s eco-systems and mitigating for climate change. Technical and Vocational Education and Training (TVET), both formal and non-formal, is one of the key vehicles for supporting HRD for the purposes of individual and collective well-being. From this perspective, TVET can become a catalyst for the social and economic transformation of communities and economies for the purposes of achieving SDGs targets.

Editorial Issue 6: The Greening of Technical and Vocational Education and Training

Editorial Issue 6: The Greening of Technical and Vocational Education and Training

Full issue 6
The importance of building ecologically sound economies (greening) in order to address climate change and other pressing environmental issues is widely acknowledged by govern­ments around the world. A notable example is the recently held 2015 United Nations Climate Change Conference in Paris/France where 195 countries adopted the first universal climate change agreement. Although the outcome of the conference, the Paris Agreement, requires ratification by national governments, it demonstrates the strong will of the attending nations to address the pressing issue of climate change, to adopt the outcomes to their own legal systems and to sign the agreement.

Enhancing TVET teachers’ capacity to develop students’ generic green skills: a work-based learning model for professional development of teachers

Reorienting existing educational programs in technical and vocational education and training (TVET) for the purposes of advancing the attainment of sustainable development goals (SDGs) through skills development significantly depends on the capacity of educators. This capacity can be enhanced through teacher training and professional development programs based on principles of adult learning, as well as through the use of sustainability related resources designed for use in student-centered TVET classrooms. This paper considers how TVET educators respond to the reorientation of the curriculum towards Education for Sustainable Development (ESD) through the inclusion of generic green skills in a green module that was delivered by one TVET institute in Hong Kong.

Regional overview: What is the government’s role in greening TVET?

The transition to low-carbon economies that address climate change and reduce the environmental impact of development is a pressing issue for governments in Asia. Ambitious targets set by many countries in the region require the implementation of specific measures to ensure environmentally sustainable economic growth. The greening of jobs and the development of necessary skills are essential requirements for successful green transitions. This article analyses various drivers that impact upon the greening of skills in the region. It refers to several studies conducted by the author that examine current practices. The article also identifies five enabling factors that should be systematically addressed for the greening of technical and vocational education and training(TVET).

Development of TVET Teachers’ Career Identity through Teacher Education and Training Programs for the purposes of including ESD in Classroom Practices

This paper has two starting points. First is the recently approved document, Implementation plan of vocational education reform issued by the General Office of the State Council of China (2019). One aspect of this reform is specifically related to the quality of TVET teachers. It requires the TVET sector to develop a unified approach towards selecting and educating TVET teachers at the national level. The second is China’s resolve to follow a path of sustainable development (Zhang & Wen 2008). The government emphasizes the need to reduce environmental pollution and develop innovative approaches towards minimizing the use of energy and materials in all economic sectors and to establish step-by-step measures to implement these approaches (Tianbao & Fang 2018).

Facilitating the development of students’ generic green skills in TVET: an ESD pedagogical model

Technical and vocational education and training (TVET) plays a significant role in supporting green economic restructuring as well as tackling environmental problems through skills development. Generic green skills play an important role among required skills, as they are necessary for all occupations to ensure environmental friendly workplace practices, and as a consequence they should be addressed in the TVET curriculum.The pedagogy needed to facilitate the development of these green skills is an emerging research area worldwide. 

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