13 Oct 2026
Oct 13, 2026 | Kolkata As India transitions towards a green economy, green skills will be presented as a pathway to sustainable occupations. But after graduation, will the certificate be merely the finishing school or will it lead to good jobs, wages, and career progression? Looking beyond enrolment, this paper explores ways in which training providers, employers, and policymakers can connect green skills to livelihoods by addressing learnings beyond course completion. Summary :Green skills will play a critical role in India’s sustainable development, but a certificate will not guarantee employment. The focus will need to turn to the jobs obtained and the wages earned, as well as safety and career progression. Employers, institutions, and government will need to collaborate to ensure that green skills lead to sustainable, fair, and economically workable occupations. Can Green Skills Training Guarantee a Sustainable Career? Green skills training will prepare learners for emerging opportunities in renewable energy, sustainable farming and waste management. However, completing a course will not automatically guarantee employment or financial stability. Graduates will need practical experience, relevant job opportunities and fair working conditions to build sustainable careers. The focus must therefore extend beyond certificates to the livelihoods they help create. Introduction: From Learning Green Skills to Earning a Living Solar panel installation, sustainable farming, waste recycling, and energy auditing will soon be among India’s hot careers. The opportunity will be reassuring to many, as a certificate will be presented as a gateway to a sustainable livelihood. But after graduation, where will the solar panel installers, sustainable farmers, waste recyclers, and solar panel installers obtain jobs? What will they earn? How safe will the working conditions be? And will they be able to progress? While a degree or certificate will be a fulfilling milestone and a useful credential, it will not be a guarantee of a job offer. Employment will still require prospecting, proving competence and competency, negotiating wages, and learning the ropes on the job. We will therefore need to focus beyond the number of people trained and look at their livelihood outcomes after graduation. India’s push towards renewable energy, efficiency, and effective waste disposal will create demand for various occupations. But the green skills agenda will need to prioritize linking learners to jobs while considering local labor-market realities. We will need to think through such questions as: Will the training lead to relevant employment? Will the wages be adequate? Will the working conditions be safe? And will there be opportunities for career progression? The certificate will be merely the beginning. What Are Green Skills? Green skills will encompass the knowledge, expertise, and skills that will be needed to support an environmentally sustainable and resource-efficient economy. The skills will include technical competencies, such as solar panel installation and electric vehicle maintenance, and core skills, such as digital literacy, communication and collaboration, and project planning. The skills will be relevant across professions, from electricians and farmers to truck drivers and plumbers, as the occupational requirements for many will change over time. Various jobs will need to be made greener, including electricians, gardeners, construction workers, and transport drivers. Green skills will therefore need to be developed for both emerging jobs, such as solar panel installers, and established occupations, such as plumbers and car mechanics. We will need to think through the job requirements when designing the curriculum, such that construction workers learn about energy-efficient materials, car mechanics get the skills to service electric or hybrid vehicles, and plumbers learn about water harvesting systems. Why the Certificate Will Only Be the Beginning? A certificate will show that the graduate has completed a course, but employers will need to figure out whether the trainee can perform specific tasks and duties safely and competently. The skills bought may not always be directly applicable, and theoretical knowledge may not be sufficient if the job requires working with equipment and materials. Some training centres may also not have the infrastructure and ability needed to ease the skills needed for a specific occupation. Graduates may also find that the local labor market does not value the skills they have got or that there are no jobs that match their qualifications. This is not to dismiss the value of certificates but to acknowledge that the employability of the graduate will depend on the quality of training and the demand for the skills in the local labor market. Apprenticeships, practice, and field schools will therefore be useful in linking skills to specific occupations. Employers will need to find the entry-level competencies needed for the target jobs and advise on the learning strategies best suited to building those skills. The training program will also need to recognize its limitations and avoid misleading the trainees into thinking that the certificate will guarantee employment. The placement of learners will therefore need to be considered when producing the curriculum, such that it builds skills for specific occupations. Unless there is a confirmed placement, a training curriculum should not position itself as a guaranteed gateway to employment. Where Will the Green Jobs Be? Solar panel manufacturing and installation, sustainable farming, and waste collection and recycling will create employment opportunities. Other careers likely to appear include energy auditors, water harvesters, and environmental analysts. The occupations will be found in diverse economic sectors, including construction, transport, and agriculture. There will be variations in the type and number of jobs depending on the location, with urban areas likely to lead the way in some areas, such as rooftop solar panel installation, while rural towns and cities will lead in others, such as agriculture. A local assessment will therefore be needed to show the green jobs that are likely to appear and the skills needed for each. Industry players will also need to engage local employers and show the vacant positions, the recruitment criteria, and the entry-level skills and competencies needed. Policymakers and employers can support the process by providing insights into the most promising green jobs in various localities. The assessment will also need to consider the opportunities that might arise at various levels, such as entry-level jobs for people with only basic skills or supervisory roles for those with more experience and advanced skills. India’s Green Skills Challenges India’s shift towards a green economy will create employment opportunities but will also require that the skills being gotten match the local labor-market needs. While some will be able to secure jobs and advance their careers using the skills, others will be unemployed or may need to look for alternative careers. Green skills will therefore need to be developed with a focus on linking the learners to jobs while addressing their diverse needs. Access to the training programs will also be important, and factors such as distance to training centres, gender, and disability (physical and intellectual) will need to be considered. Lack of transport, poor road safety, and the absence of hostel facilities may discourage learners from enrolling and completing the courses. Similarly, inadequate consideration of the needs of people with disabilities may limit their participation. The gender dimension will also need to be considered, including the opportunity to take up certain occupations and address any cultural challenges that could influence the working conditions. Language skills will also be needed, depending on the occupation, and learners will need to understand instructions and the working conditions, especially if they are likely to be unsafe. It will also be important to share information about the working hours and conditions, as well as the wages and career progression, so that they make an informed decision about joining the program. We will not be able to help address the employment challenge if we mislead the learners into thinking that a certificate will guarantee them a well-paying job when there are no opportunities. Following the Graduate: What Will We Measure? It will be important to follow up on the graduates to figure out whether the training program was successful in linking them to a sustainable livelihood. First, we will need to collect information on the graduate’s employment status and the length of time it took for them to secure a relevant job. Someone who takes only a few months to get employed will have a dissimilar experience from someone who is unemployed. This information will enable us to show the link between the training program and the labor market. The information on the wages will also be important in showing the value proposition of the training program. We will need to ask the graduates to provide details on their salaries and their satisfaction with the working conditions and opportunities for progression. If a graduate can secure a well-paying job with good working conditions, we can use the information to promote the training program as a pathway to sustainable livelihood. We will also need to consider the differences in the wage levels, length of service, and other factors, such as whether the employment is permanent or daily. Other indicators to consider include the relevance of the job to the training course, the provision of safety equipment, and the working conditions and terms of employment. Employers will need to provide details on whether the workers are provided with contracts and the benefits they are entitled to as employees. Where possible, efforts will also need to be made to ensure that the information collected is disaggregated based on gender, location, and disability so that we can show the specific employment needs of various groups. The findings will also need to consider the graduates who are unable to secure employment and their perspectives on the shortcomings of the training program in helping them get a job. The follow-up will need to be done at specified intervals, such as every three, six, and twelve months, and can be done through surveys, interviews, and employer feedback, where possible. The graduate will also need to understand the type of information being collected and its purpose and have the option to decline if they are not comfortable sharing the information. The goal of the follow-up should not be to blame the graduate for being unemployed but to understand the extent to which the training program and the overall system did not support them in securing a relevant job. What Role Does the Employee Play? Employment relations will be key to ensuring that green skills lead to sustainable livelihoods. Training institutions will need to engage prospective employers when producing the curriculum, such that the course aligns with the skill needs of the local labor market. Employers can also advise on the most right learning strategies to use in developing the skills, such as apprenticeships and field schools. The input will be critical in ensuring that the training program meets the skill expectations of the local employers and that the graduates are not wasting their time and money on irrelevant skills. The engagement will need to go beyond signing partnership agreements, hosting the opening, and closing ceremonies of the training programs. Employers will need to support the process by providing the necessary equipment and making apprenticeships available, where possible. They will also need to acknowledge the value of their input into the training program and treat the graduates fairly and respectfully. Unless the training institution has sufficient knowledge of the local labor market, the skills being taught could be irrelevant, and the employer will withstand the worst of the disappointment when the graduate turns out to be unprepared for the job. The employer will also need to take a realistic view of the recruitment needs and not promise jobs that they do not intend to offer when the time comes. The collaboration should be based on realistic expectations on both sides, with the employer recognizing that the training program will help both the worker and the business. Employers in small businesses will also need to consider engaging in shared apprenticeships, where possible, rather than host in-house training programs that could be too expensive to sustain. Local associations and government agencies will need to ease the process of bringing together the employers and the trainees. The strategy will be useful in ensuring that the training aligns with the skill needs of the local economy while also addressing the limited resources of the individual employer. Women, Informal Work, and Fair Wages The green transition will only be truly sustainable if it supports fair development and enables everyone to derive maximum benefit from the opportunities it creates. For instance, women will need to be recruited into mainstream employment, and working conditions will need to consider their specific needs, such as safe working conditions and flexible working hours, where possible. Training institutions and employers will need to recognize the challenges facing women as they join the workforce, including personal safety and general working conditions, such as the provision of amenities. The informal sector will also need to be considered, as many potential workers will be using in the informal economy, where they lack the social security and financial benefits of formal employment. They will need to be supported to transition into the formal sector, where they will be able to enjoy safer working conditions and access a wider range of opportunities, such as skills upgrading, formal contracts, and better wages. Training will play a role in empowering the informal workers by helping them understand their rights and equip them with new skills that will increase their capacity and bargaining power. Fair wages and safe working conditions will also need to be prioritized if the informal workers are to transition into the formal sector. The opportunity to join the formal economy should not be limited to those with specific skills, as most of those working in the informal sector are doing so out of necessity. Policies will need to be put in place to support informal workers through incentives, such as reduced taxes and access to credit, and encourage employers to offer formal employment to their workers. What Can Training Institutions and Government Do? Training institutions will need to provide clear information on the training course, including the length, costs, assessment criteria, and types of jobs the graduate will be able to secure after completing the program. They will need to recognize that a certificate does not guarantee employment and should discourage prospective learners from enrolling if there are no job opportunities for the graduates. The curriculum will need to be reviewed on a regular basis based on the feedback from past graduates, current learners, and employers, as well as general considerations of the quality of training. Government agencies and local authorities will need to help the process of connecting the training institutions with employers, provide relevant data and insights on the local economy, and encourage and support quality apprenticeships and effective career guidance. They will also need to support small businesses in engaging in quality apprenticeships that will help both the employer and the employee. Reporters will need to ensure that the information on vocational training is presented in a responsible manner that highlights the dissimilar stages of the training journey and makes it clear what the graduate will be able to achieve at the end of the program. Independent evaluation will also be needed to ensure that training institutions are not misleading the public by overestimating the benefits of the training program. The independent assessment should be used to review the courses that do not lead to sustained employment and consider ways of improving those that are useful but have limited impact, such as by incorporating more practical aspects into the curriculum. The evaluation will also be useful in comparing different training programs to decide which are more beneficial to the graduate. The Graduate’s Voice We will need many indicators to understand the employment outcomes of the green skills training programs. But we will also need the voice of the graduate, who will provide a personal perspective on the situation and explain the context in which the indicators were achieved. Someone will be excited and grateful to have been recruited, while another will be disappointed and frustrated with the overall outcome. The graduate will also provide an explanation of why the outcome was achieved, such as mentioning that the apprenticeship helped them get the job, that the local economy did not support their recruitment needs, or that the employer did not value their skills. The insights will be critical in helping us name opportunities for improvement, such as encouraging those who did not secure a relevant job to consider alternative careers. Some of the graduates will need to be supported to upgrade their skills so that they can move from an entry-level position to a more advanced role, while others will need to be informed about the working conditions and other considerations, such as the distance to the workplace or the ability to afford to work in the informal sector. The feedback will therefore need to be considered when reviewing the overall approach to vocational training. Graduates will need to be encouraged to become partners in ensuring that vocational training contributes to sustainable livelihoods. Their views and experiences will need to be considered when interacting with potential employers and designing training programs, with those who have had a positive experience emphasising their success while those who are disappointed will challenge us to improve the overall system. Honest feedback will be important in empowering future graduates to make informed decisions about vocational training. Conclusion: Green Jobs Must Deliver Green Futures Green skills will open the door to a wide range of occupations, including solar panel installation, sustainable farming, and waste recycling, among many others. But the certificate will only be the beginning of the journey, and the focus will need to shift to helping the graduate secure a relevant job, obtain competitive wages, and move up the career ladder. We will need to measure the success of green skills training in terms of the livelihood outcomes of the graduates and not just the number of people trained and certified. Are the graduates being recruited into relevant occupations? Are the wages and working conditions satisfactory? Will the job allow the worker to grow professionally? Will women and other disadvantaged groups be given equal opportunities? Are the employers satisfied with the skill levels of the new hires, and will the workers be able to sustain the jobs? These are some of the questions we will need to consider in assessing the impact of green skills training. References and Sources 1. International Labour Organisation (ILO) https://www.ilo.org/ 2. International Energy Agency (IEA), 2024 https://www.iea.org/ 3.Ministry of Environment, Forest and Climate Change, Government of India https://moef.gov.in/ 4. Skill Council for Green Jobs (SCGJ) https://sscgj.in/ ...Read more