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This research paper analyzes the role of green skills development and social protection in Brazil and South Africa as they pursue carbon neutrality by 2050. It compares South Africa's Just Energy Transition Partnership (JET-P) and its struggle with coal dependency and structural unemployment against Brazil's established renewable energy sector and its challenges with labor market informality. The paper argues that a just transition requires coordinated national strategies, robust investment in vocational training, and the integration of social protection programs with environmental sustainability goals.

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.

The report 'Young Leaders' by WWF South Africa documents the first decade of its Environmental Leaders internship programme (2008–2018), which aims to bridge the gap between university graduation and professional employment in the green economy. The programme focuses on developing scarce green skills through work-based learning, dedicated mentoring, and professional networking to combat high graduate unemployment in South Africa.

This report examines the integration of Education for Sustainable Development (ESD) within technical-vocational education and training (TVET) in Manitoba, Canada. It identifies promising practices, such as the development of a new alternative energy program and the inclusion of sustainability outcomes in curricula, while highlighting significant barriers including lack of funding for green equipment, insufficient teacher training, and a gap in provincial-level policy guidance. The report suggests strengthening partnerships with industry to identify green skill demands and expanding professional development for educators to better prepare students for a green economy.

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.