From the youngest ages: making Nordic learning green and equal
Education plays a key role in countering gender norms and unsustainable structures (Jónsson, Ó. P., et al., 2021). Although the Nordic Region acknowledges the importance of education in increasing environmental awareness and resource-efficient innovation (Bruvoll, A., et al., 2012), to get to a green and gender-equal future, Nordic education systems must open up options for all learners and make sure everyone leaves school prepared to fight climate change through any industry (Kwauk, C. T., and Casey, O. M., 2022).
What we learn at the earliest stages can have a profound impact later in life. Experts agree: there is no link between girls’ or boys’ interest in science and technology and a difference in their skillset. And the younger the student, the more this is the case (UNESCO, 2017). Yet, the common expectation that mathematics and science – except for biology – are where boys and men excel gives a false impression that they are somehow ‘better’ in these areas. And it goes both ways, with the expectation that girls are inherently better in other fields, such as caring for others. This can lead to a lack of self-confidence, in all genders, which is completely removed from abilities – and can lead to, and reinforce, gender segregation in the labour market (Jansson, U., and Sand, J., 2021).
Today, education systems in the region place a strong emphasis on certain areas of sustainability, including equality, but also on environmental issues, with the possible exception of Denmark (Jónsson, Ó. P., et al., 2021). Shifting the focus towards gender roles and models, as both a driver and an outcome of the green transition, should be seen as a win-win path (Janta, B., et al., 2023).
No longer optional: preparing all for the future of work
The digital and green transitions have been described as ‘twin transitions’ that complement one another. Green and digital skills frequently overlap, while some are used at the same time (OECD, 2023). To respond to these transitions, the entire labour market will have to ensure reskilling and upskilling. More evidence is also needed to gauge where skills gaps and mismatches are found in local labour markets to overcome bottlenecks (Alsos, K., and Dølvik, J.E. (eds.), 2021).
This is also essential to ensure that men and women and gender-diverse people are equally well prepared for the shift to a greener economy (OECD, 2012). Employers estimate that four in ten workers will need to be reskilled (WEF, 2020), while the ILO suggests that most upskilling and reskilling will concern mainly male workers (ILO, 2019).
And the shift from brown or pollution-intensive jobs to green jobs so far seems less likely, at 4 per cent to 7 per cent (IMF, 2022). For those moving from a neutral (or white) job to a green job, however, the odds are slightly better, at 9 per cent to 11 per cent. In contrast, the chance of finding a green job if your last job was also green is much higher, at around 41 per cent to 54 per cent. This doesn’t mean that the mainly male workers in pollution-intensive jobs have no chance of finding greener employment, but they may need some more support (IMF, 2022). Workers in brown, or highly polluting jobs, are also less likely to take advantage of training for green job opportunities (OECD, 2023).
This highlights the need for equitable and inclusive green labour market and skills policies, including ‘top-up’ training for all mid-career workers who need to adapt to greener ways of working. To unlock emerging green employment opportunities, however, collective action – across higher education institutions, governments, social partners and enterprises – must prioritise ensuring that all students and workers alike, regardless of gender, receive the opportunities for training and reskilling in sustainability (and also in digitalisation) (Sqalli, Z., et al., 2021). However, where there is a strong emphasis on employability, reskilling and upskilling, and lifelong learning needs, the need to address underlying structural barriers and enablers (such as care responsibilities) may end up being de-prioritised or ignored (Young Håkansson, S., et al., 2022).