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This policy brief examines the intersection of green industrialisation, digitalisation, and artificial intelligence (AI) within the Southern African Development Community (SADC). It argues that current education and training systems face critical gaps in access, relevance, and applicability, necessitating a shift toward 'skills foresight' and 'anticipatory governance' to prepare the region's workforce for sustainable, inclusive, and future-ready economies.

This research paper argues that South Africa's current skills planning system is inadequate for the emerging green hydrogen economy (GHE) due to a reliance on quantitative data and a lack of anticipatory capacity. The author advocates for the integration of strategic foresight (SF) and skills foresight (SF) into the post-school education and training (PSET) system, specifically within technical vocational education and training (TVET). The paper proposes four priority areas: strengthening skills anticipation systems, enhancing TVET sector responsiveness, developing transversal skills, and fostering a renewed education-related social compact to bridge the gap between TVET and universities.

This report provides a gendered analysis of employment and skills within Mongolia's large-scale mining sector, examining legal frameworks, workforce demographics, and educational pipelines. It identifies a persistent gender gap in technical roles and decision-making, despite the existence of gender-responsive policies and a new Labor Code that introduces more flexible roster schedules to encourage female participation.

This report provides a gendered analysis of employment and skills within Zambia's large-scale mining (LSM) sector. It establishes a baseline of women's participation, identifying significant underrepresentation in technical and leadership roles, pervasive data gaps, and structural barriers such as gender stereotyping and inadequate workplace infrastructure. The document recommends transforming gender policies into actionable, resourced plans, improving the collection of gender-disaggregated data, and promoting STEM education to prepare women for the 'mine of the future'.

This research paper examines the potential for establishing a Technical and Vocational Education and Training (TVET) hybrid Centre of Specialisation (CoS) to support South Africa's Green Hydrogen Economy (GHE). It analyzes systemic failures in the current vocational skills development system—including declining enrolments, poor throughput rates, and a disconnect between curricula and industry needs—and evaluates the existing CoS model and pilot programs (Bambili and NBI) to provide recommendations for a demand-led, flexible skills strategy for the green transition.