Climate change is reshaping economies, livelihoods and the future of work. Floods, landslides, heat stress, changing agricultural conditions and other climate-related hazards threaten existing occupations while creating demand for new technical competencies. These challenges are especially significant in Nepal, where damage to roads, bridges, hydropower facilities, settlements and agricultural systems can disrupt employment and local markets. Technical and Vocational Education and Training (TVET) can support climate resilience by preparing workers for sustainable production, risk-informed infrastructure, environmental services and green enterprise development. This paper examines how Nepal’s TVET system can connect climate adaptation and disaster recovery with green employment. It adopts a qualit ative desk-based case-study approach, analysing national adaptation priorities, international guidance on greening TVET, and publicly available material on Nepal’s climate and skills-development context. The analysis focuses on curriculum relevance, trainer competence, workplace learning, employer partnerships, green entrepreneurship and inclusion. It argues that resilience should not be treated as a separate topic confined to specialist courses; instead, green and resilience competencies should be integrated into occupations across construction, agriculture, energy, manufacturing, transport, water and sanitation, and waste management. The paper proposes a six-part framework linking climate-risk assessment, green-skills intelligence, responsive curricula, work-based learning, employment and enterprise support, and continuous evaluation. The framework is intended as a planning tool rather than a tested intervention model. The paper concludes that greening TVET can contribute to recovery and resilient livelihoods when training is aligned with actual labour-market demand, decent-work principles and local climate risks. Implementation requires coordinated action by governments, training providers, employers, communities and development partners, together with stro nger evidence on skills demand and graduate outcomes.
About the Author
Ganesh Dahal is a TVET expert, academic, and civil and structural engineering professional from Nepal with over 15 years of professional experience. I had completed Bachelor’s degree in Civil Engineering, a Master’s degree in Structural Engineering, and a Master’s degree in Technical and Vocational Education and Training (MTVET). My expertise and research interests include TVET policy and reform, skills development, TVET–industry alignment, skills mismatch, competency-based training, green TVET, employability, and school-to-work transition, alongside structural health monitoring and resilient infrastructure. I am actively contributing to TVET research, teaching, policy dialogue, and skills development initiatives in Nepal.
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