Figure 4.7 shows that most of the respondents who offered services fell under
Category S1: installation and maintenance of renewable energy plant/equipment
(33.3%), S3: construction, installation and maintenance of energy-efficient products
(29.54%) and S7: setting up energy management system, including energy audit
(11.5%). These top 3 services are energy-related services. Combining these three
categories makes 74% of the services offered related to the energy sector.
S1 33.3 %
S3 29.5 %
S7 11.5 %
S6 9.3 %
S2 8.7 %
S4 5.5 %
S5 2.2 %
Figure 4.7: Respondents’ distribution for the type of company that provided
services
The finding of this study indicates that 74.3% of companies in categories S1, S3 and
S7 are within the energy sector and offered green services which contributes greatly
to creating more green jobs. For other sectors, such as building, only 9.3% offered
services in sustainable construction, green building design and certification (S6) and
5.5% from the transport sector for servicing electric vehicles, energy efficient
vehicles and charging facilities (S4).
Besides the producers and service providers, companies utilising green product
technology and applying green practices in their business operations can also offer
green jobs. The green product user categories are shown in Table 4.3 below.
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Table 4.3: List of categories for companies that used green products
Category Description
GP1
Solar technology (includes solar PV,
solar thermal, and solar lighting)
GP2 Biogas
GP3 Biomass fuel
GP4 Alternative fuel
GP5 Electric vehicles
GP6 Energy-efficient vehicles
GP7 Energy-efficient equipment
GP8 Energy-efficient lighting
GP9 Others
As shown in Figure 4.8, 28.2% of the green-user respondents fell under categories
GP1 (solar technology), 27.2% GP8 (energy-efficient lighting), 19.4% GP7 (energy-
efficient equipment), and 12.6% GP9 (other products including sustainable
materials, low carbon products, and eco-friendly materials). Only less than 2% of
the respondents used biogas (GP2), biomass (GP3), alternative fuels (GP4) and
energy-efficient vehicles (GP6) in their operations. Based on the survey’s findings,
the respondents were more familiar with solar technology, energy-efficient
equipment and lighting and most of the companies used these green products.
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GP1 27.9 %
GP8 26.9 %
GP7 19.2 %
GP9
GP5 12.5 %
GP2 1.9 % 6.7 %
GP4 1.9 %
GP6 1.9 %
GP3 1.0 %
Figure 4.8: Respondents’ distribution for company that used green product
Companies that apply green practices are the second largest respondents (25 %) in
this study. The green practices categories are shown in Table 4.4 below.
Table 4.4: List of categories for companies that applied green practices
Category Description
GPR1 Energy efficiency or conservation
GPR2 Recycling
GPR3 Material reduction
GPR4 Pollution reduction
GPR5 Water conservation
GPR6 Energy-efficient construction
GPR7 Green procurement
GPR8 Sustainable farming
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For green practices, 22% of the respondents apply energy conservation (GPR1),
21% recycling (GPR2), 17% pollution reduction (GPR4), and others as shown in
Figure 4.9.
22.1 %
20.7 %
17.2 %
12.4 %
11.7 %
9.0 %
4.8 %
2.1 %
Figure 4.9: Respondents’ distribution for company that applied green practices
Overall, the respondents were generally involved in green jobs related to renewable
energy, either generating energy or providing services. Respondents also used solar
equipment, including solar PV, energy-efficient lighting, and energy-efficient
equipment, and applied energy conservation, pollution reduction and recycling in
their daily business operations.
4.3.2 Current Green Jobs by Type of Company
Data gathered from the survey with 400 respondents showed a total of 13,741
workers worked in the green categories across all sectors. The number of green
jobs was broken down based on the type of company, as presented in Figure 4.10.
Most green jobs were from companies that provided services (33%). Only 24% were
from the producers’ category. Besides that, companies can also offer green jobs by
implementing green practices and utilising green products/technologies, which can
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be applied to various sectors, not limited to energy, transportation or building
sectors.
33% 27%
24%
16%
Figure 4.10: Percentage of workers by type of company
This study estimated the number of existing green jobs using the ratio method to
understand Malaysia's overview of green jobs. The ratio method can be used if the
percentage of the size of the sub-sector relative to the whole sector is available. The
average number of green jobs and the rating of the company offering green jobs by
sector and size of business were analysed from the survey results and are shown
in Table 4.5 and Table 4.6.
Table 4.5: Rating1 of the company offered green jobs by sector and size of business
Sector Small Medium Large
Energy 0.82 0.80 0.65
Transportation 0.04 0.24 0.77
Building 0.22 0.64 0.65
1Rating values have a range of zero to one. A rating of one indicates that the sector completely provides green
jobs, while a rating of zero indicates that no green jobs are offered at all by the sector.
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Table 4.6: Average1 green jobs per company by sector and size of business
Sector Small Medium Large
199
Energy 8 48 57
120
Transportation 6 47
Building 4 41
1The value of average green jobs per company in this table is the rounded value
The number of green jobs was estimated by multiplying the rating of the company
that offered green jobs with the number of establishments and the average green
jobs for each small, medium, and large company and its sector, respectively. The
result of the estimation of the existing number of green jobs by sector and size of
business in Malaysia is presented in Table 4.7. The sample calculation for this
estimation is shown in Appendix C.
Table 4.7: Estimated current number of green jobs by sector and size of business
Sector Small Medium Large Total
Energy 16,251 7,334 19,370 42,955
Transportation 12,377
Building 16,128 43,677 129,605 185,659
Total 44,756 126,455 109,200 251,783
177,466 258,175 480,397
It was estimated that there were 480,397 green jobs already in industries for these
three sectors. This estimation was based on the questionnaires from the 400
respondents. Based on the report by ILO/IGES (2014), the total estimated green
jobs for all sectors were 246,235. Meanwhile, the estimated green jobs for energy,
transportation and building sectors were in the range of 62,993 – 98,242. Since
2014, there has been an 80 % increment of green jobs.
An additional 382,000 green jobs were estimated in 2023 compared to 2014. Among
the factors that boosted the number of green jobs are:
1. National Energy Efficiency Action Plan 2016 – 2025 aimed at promoting
energy efficiency across various sectors in Malaysia. It outlines specific
measures and initiatives to reduce energy consumption and enhance
energy efficiency in industries, buildings, transportation, and the residential
sector. The plan covers four main strategic thrusts: 1. energy efficiency plan
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implementation, 2. strengthening of institutional framework, capacity
development, and training for implementation of energy efficiency initiatives,
3. establishment of sustainable funding mechanisms to implement energy
efficiency initiatives, and 4. promotion of private sector investment in energy
efficiency initiatives. These initiatives provide more funds, incentives and
capacity development for energy efficiency activities across sectors. The
implementation of these initiatives opens more green jobs opportunities.
2. 11th Malaysia Plan 2016 – 2020: One of the thrusts is pursuing green growth
for sustainability and resilience by adopting sustainable consumption and
production practices and establishing sustainable financial mechanisms.
Therefore, adopting energy-efficient and low-carbon buildings, transport,
products, and services has increased and created more green jobs.
3. Malaysia Green Technology Master Plan 2017 – 2030 is an outcome of the
11th Malaysia Plan (2016 – 2020), which creates a framework which
facilitates the mainstreaming of green technology into the planned
developments of Malaysia. Implementing green technology is expected to
contribute RM 27 billion to GDP and potentially create 104,060 green jobs
by 2030.
4. National Transport Policy 2019 – 2030 to develop a sustainable transport
sector to ensure efficient and sustainable use of resources and minimise
environmental pollution. Implementation of low carbon mobility increased
usage of EEV or EV and alternative fuel adoption such as biodiesel. This
policy also established guidelines for scrap waste, refurbishment and
recycling of materials, creating more green jobs for the transportation sector.
5. National Automotive Policy (2014 – 2020) under green and sustainability
initiatives that focused on developing Malaysia as the hub for Energy
Efficient Vehicle (EEV) that resulted in 62% total industry volume (TIV) EEV
penetration and created 247,177 employments in the automotive industry in
2018.
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4.4
Estimating Green Jobs Demands in
Malaysia
The demand for green jobs was analysed from the result of the survey, which asked
the respondents about their future plans to offer green jobs in all categories within
five years. As shown in Figure 4.11, only 39% of respondents considered adopting
greening measures, which potentially created more green job demand.
Nevertheless, more than 61% of respondents did not consider any initiatives towards
green activities in their businesses within five years. Most of the small companies
were not interested in including the implementation of green jobs. The lack of interest
is attributed to constraints such as insufficient resources, financial limitations, and a
lack of awareness regarding the significance of adopting green business practices.
None 61% 1 Year
12%
3 year
7%
9% 5 year
11%
>5 year
Figure 4.11: The percentage of companies that plan to offer green jobs in the
future
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Malaysia's total green job demand was estimated based on the existing number of
green jobs in 2023. The percentage increment of green jobs for the next five years
(baseline 2023), as presented in Figure 4.12, was obtained from the survey analysis.
Based on this percentage, the number of green job creations was estimated for all
three sectors (energy, transportation and building), and it is presented in Table 4.8.
Percentage
Year
Figure 4.12: Trend of the increment of green jobs for each sector in the next five
years (baseline 2023)
Table 4.8: Estimated number of green jobs created in 5 years (2023-2027) by sector
Sector 2023 2024 2025 2026 2027
1,917 5,464 7,918 10,608 13,749
Energy
16,333 30,955 48,858 69,399 92,937
Transportation
9,499 23,153 42,283 64,117 90,304
27,750 59,573 99,059
Building 144,124 196,990
Total
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Overall, the cumulative total demand for green jobs from 2023 until 2027 is
presented in Table 4.9.
Table 4.9: Estimated cumulative number of green jobs for Malaysia in five years
(2023-2027)
Year Estimated Percentage of Estimated Number of Green Jobs
Increment of Green Jobs (%)
2023 508,148
2024 6 539,971
2025 12 579,457
2026 21 624,523
2027 30 677,389
41
Overall, green jobs are estimated to increase to 41% in the next five years and
create about 196,990. The additional demand for green jobs aligns with the current
government policies, roadmap and action plan that is estimated to create more
green jobs in future as follows:
i. The National Energy Policy 2022 – 2040 (NEP) was launched in
September 2022 to enhance macroeconomic resilience and energy
security, achieve social equitability and affordability, and ensure
environmental sustainability. In order to achieve these objectives,
numerous action plans have been developed and laid out in the NEP,
including Low Carbon Nation Aspiration 2040 (LCNA 2040)
ii. LCNA 2040 initiative (Aspiration) and highlight key action plans that
would interest all investors and companies intending to comply with
environmental, social and governance (ESG) requirements. Among the
targets are:
• Increase electric vehicle (EV) penetration to 38%
• Alternative lower carbon fuels in heavy transport up to B30 blend
• Usage of LNG as an alternative fuel in marine transport up to 25%
• Increase in percentage of industrial and commercial energy
efficiency savings to 11%
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• Increase in percentage of residential energy efficiency savings to
10%
• Increase in total installed capacity of renewable energy (RE) to
18,432 MW
It is expected that Aspiration will create a significant positive economic
development impact with a higher GDP of RM13 billion per year for
Malaysia and the creation of approximately 207,000 new jobs.
iii. National Automotive Policy (NAP 2020) focuses on connected mobility,
next-generation vehicles, and big data to enhance Malaysia’s automotive
industry in the era of digital industrial transformation. The targets outlined
in NAP 2020 will create 323,000 employment opportunities by 2030.
iv. The National Energy Transition Roadmap (NETR) phase 1 outlines ten
catalyst projects and initiatives for energy efficiency, renewable energy,
hydrogen, bioenergy, green mobility, and carbon capture, utilisation and
storage (CCUS) to achieve net-zero GHG emission as early as 2050.
These initiatives are expected to generate more than RM 25 billion,
create 23,000 job opportunities and reduce 10,000 Gg CO2 equivalent
annually. Meanwhile, NETR phase 2 is estimated to create approximately
310,000 green growth job opportunities in 2050 for the energy and
transportation sectors. It aligns with the estimated 13,749 green jobs
created for the energy sector by 2027. The remaining green job
opportunities can be considered under the transportation sector, as the
NETR also includes green mobility (transportation sector).
Overall, the policies, roadmap and target initiatives have significantly elevated the
number of green jobs in Malaysia, benefitting the environment, the economy, and
society by providing more decent jobs.
89
4.5
Related Programs or Courses
Based on the survey, the areas of competence for current and future green jobs
needed by companies are listed in Table 4.10.
Sector Table 4.10: Areas of competence by sectors
General Area of Competence
Energy Area 1: Sustainability (Management)
Transportation Area 2: Sustainable Development
Area 3: Climate
Building Area 4: Environmental Awareness
Area 5: Environment, Health and Safety (EHS)
Area 6: Environmental Science
Area 7: Environmental Management Systems
Area 8: Codes/Standards/Legislation
Area 9: Remediation
Area 10: Recycling
Area 11: Solar Energy
Area 12: Renewable Energy (biogas, biomass, hydro, CHP)
Area 13: Sustainable transportation
Area 14: Electric Vehicles,
Area 15: Energy Storage, Battery Management Systems
Area 16: Vehicle technology/maintenance
Area 17: Green building
Area 18: Sustainable Design
Area 19: Material selection
Area 20: Smart appliances
Area 21: Construction waste management
Figure 4.13 shows the survey results for all areas of competence by sector, and Figure
4.14 summarises the top ten areas of the current and future green jobs needed by
industries.
90
Frequency 140 General
120
100
80
60
40
20
0
Area Area Area Area Area Area Area Area Area Are
1 2 3 4 5 6 7 8 9 10
Current
Figure 4.13: Areas of competence for c
9
Energy Transportation Building
ea Area Area Area Area Area Area Area Area Area Area Area
0 11 12 13 14 15 16 17 18 19 20 21
Future
current and future green jobs by sector
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Top 10 Current Area of Competence Needed by Industry
8.8 %
8.6 %
8.3 %
8.0 %
7.1 %
6.9 %
6.4 %
5.9 %
5.8 %
4.4 %
Top 10 Future Area of Competence Needed by Industry
6.8 %
6.6 %
6.5 %
6.5 %
6.3 %
5.9 %
5.6 %
5.3 %
5.2 %
5.2%
Figure 4.14: Top ten a) current and b) future areas of competence most needed by
industries
Based on these current and future areas of competence needed by industries,
relevant green programmes/courses offered by training institutions (TIs) were
identified.
4.5.1 Courses by Certified Training Providers
A list of green-related areas of competence covered by courses offered by institutions
such as MGTC, TNB ILSAS, and Petronas INSTEP (refer to Appendix F) is shown in
Table 4.11. All 159 courses (which consist of 85 energy-related courses, 47 building-
related courses, and 27 transportations related), were focused on Sustainable
Development. The area with the second-most courses, 51 courses, was Sustainability
Management, followed by Climate (46), Environmental Awareness (41), Codes/
Standards/Legislation (32), Green Building (27), and other areas with less than 20
each.
Table 4.11: Number of courses according to green-related areas and sectors
Energy Building Transportation
Area of competence Total
Sustainability (Management) 32 19 0 51
85 47 27 159
Sustainable Development 41 4 1 46
41 0 0 41
Climate 14 4 1 19
3 0 03
Environmental Awareness 2 0 02
Environment, Health and
Safety (EHS) 32 0 0 32
Environmental Science 5 0 05
Environmental Management 0 0 00
Systems 16 0 0 16
Codes/Standards/Legislation 8 0 7 15
(i.e., ISO 14001) 0 0 22
Remediation 0 0 19 19
8 0 6 14
Recycling
0 0 18 18
Solar Energy
Renewable Energy (i.e.,
Biogas, Biomass and Hydro)
Sustainable Transportation
Electric Vehicles
Energy Storage and Battery
Management System
Vehicle Technology/
Maintenance/Inspection
93
Energy Building Transportation
Area of competence Total
Green Building 0 27 0 27
0 17 0 17
Sustainable Design 0 10 0 10
08 08
Materials Selection
1 11 0 12
Smart Appliances
Construction Waste
Management
Among the areas identified all areas have their associated courses offered except for
recycling. Recycling had no course offered as recycling in the list refers to the recycling
practice, such as the awareness to segregate waste and to provide recycling bins at
the workplace. Best practices for recycling were widely known, and no specific
agencies offered training for it.
Out of the courses offered by training providers, these courses can be further classified
as management-related (sustainability management) and technology-based courses.
Management-related courses explore the use of data for planning, organizing, leading,
directing and controlling of operations to improve operational performance and
efficiency. For example, courses that include monitoring and accounting of resources,
best practices, and awareness toward sustainability can be considered as
management-related courses. Currently, management-related courses that are
offered can be mapped to the energy sector, building sector, and others. No specific
management courses are identified for transportation. As for others, they can be
further broken down into green project management, and climate and carbon
management.
Technology-based courses explore the fundamental knowledge of the related
technologies up to the design and operation stage. These courses may or may not
include hands-on training. For example, courses such as designing solar PV systems,
maintenance and repair of EV vehicles, design of green buildings, etc are classified
as technology-based courses.
94
Out of 159 courses offered by TPs, 55 courses are related to the sustainability
management area. For technology-based courses, each course can be mapped into
multiple areas of competency. As a result, 79 courses are related to the building sector,
53 courses are related to the transportation sector, and 31 courses are related to the
energy sector. Detailed mapping for each course to the area of competency can be
found in Appendices H, I, and J.
Table 4.12 shows the breakdown of management-related courses by sustainability
management-related area. Most courses were related to Energy Management, at
around 32 courses, Building Management courses with around 19 courses, and Green
Project Management and Climate-related courses at around two courses each. Energy
as a resource directly related to operating expenditure gained the most attention from
most companies, followed by Building Management, as energy bills and expenses can
be reduced by applying the best practices for green buildings.
Table 4.12: Number of courses according to sustainability management-related
areas
Sustainability Management-related Area Amount
Energy Management 32
Green Project Management 2
Climate and Carbon Management 2
Building Management 19
Total 55
For technology-based courses, as further illustrated in Table 4.13, there were 31
courses for energy-related courses, 53 courses for transportation-related courses and
79 courses for building-related courses. The building sector had the highest number
because building design and architecture is a well-established field, compared to
energy and transportation. In the energy and transportation sectors, for example, solar
and electric vehicles, technical and economic challenges prevent large-scale
implementation. This issue was not prevalent in the building sector, where the
inclusion of the sustainability aspect in new-building design was more straightforward
than that for the other sectors. This situation results in more courses available for the
building sector. The area of competency listed under General (Area 1 to Area 10) is
95
not included in Table 4.13 as they are mainly related to practices and management
rather than technology.
Table 4.13: Number of technology-based courses
Sector Area of Competence Amount Total Percentage
Energy Solar Energy 16 31 19%
Renewable Energy (i.e., 15
Biogas, Biomass and Hydro)
Energy Storage and Battery 14 53 33%
Transportation Management System 2
19 79 48%
Sustainable Transportation 18 163
27
Electric Vehicles 17
10
Vehicle Technology/ 8
Maintenance/Inspection
12
Green Building 5
Building Sustainable Design
Materials Selection
Smart Appliances
Construction Waste
Management
Remediation
As for the energy sector, since the implementation of the Feed-in Tariff (FiT), solar
technology has been successfully launched in Malaysia; although there were not many
large-scale implementations, the adoption of solar PV was widely accepted and was
growing, especially with the improvement in the efficiency of panels and reduction in
cost. Because of the growth, many courses were developed for solar energy. For other
kinds of renewable energy, the total courses offered were 15, fewer than the 16
courses for solar.
For the transportation sector, due to the recent push towards electric vehicles, 19
courses related to EVs were developed, as well as 14 courses on energy storage and
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battery management systems. There were 18 courses mainly on conventional
vehicles’ maintenance and performance improvement. The courses on conventional
vehicles are classified as green as maintaining and/or improving the performance of
vehicles can result in optimal fuel consumption leading to better sustainable practices.
Building had the highest number of courses among the sectors, with 79 relevant
courses, 48% of the total green-related courses. Among the 79 courses, courses
related to green building were the majority, with 27 courses, followed by sustainable
design with 17 courses, construction waste management with 12 courses, materials
selection with ten courses, smart appliances with eight courses, and remediation with
five courses. As previously mentioned, the large percentage of courses in the building
and sector was due to the ease of incorporating sustainable practices, especially for
new buildings and new construction implementations that minimised the need to
consider the restrictions and constraints of existing technology.
Based on the data listed in Tables 4.11, 4.12, and 4.13, the short courses offered are
sufficient to meet the current needs in their respective areas of competence.
Nevertheless, comparing short courses with IHE and AC that are discussed in
subsequent sections, Section 4.5.2 for IHE and Section 4.5.3 for AC, short courses
are easier to develop to cater for the changing needs in the area of competence in the
future.
4.5.2 Programmes Offered by Institutions of Higher Education
Institutions of Higher Education (IHEs) offer programmes such as diplomas, bachelor’s
degrees, and master’s degrees. These programmes consist of many courses and
cover many fundamental aspects of green, such as sustainability management,
sustainable development, environmental awareness, EHS, and Codes/Standards
/Legislation. Through the desktop study, it was found that IHEs offered 372 green-
related programmes. Table 4.14 shows the number of offered programmes related to
green areas. Compared to Section 4.5.1, IHE programmes were not classified into
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management-related courses as all IHE programmes have subjects that are related to
management. Hence, Table 4.14 shows that sustainability management has up to 372
programmes out of 372 programmes. Programmes highly related to sustainability for
the energy, transportation, and building sectors were mainly engineering programmes
such as electric and electrical engineering, mechanical engineering, chemical
engineering, and civil engineering. Built environment and architecture-related
programmes also incorporated sustainability aspects such as Green Building and
Sustainable Design.
Table 4.14: Green-related areas of programmes offered by IHEs
Area of Competence Amount
Sustainability (Management) 372
Sustainable Development 372
Climate 150
Environmental Awareness 372
Environment, Health and Safety (EHS) 372
Environmental Science 98
Environmental Management Systems 88
Codes/Standards/Legislation (i.e., ISO 14001) 372
Remediation 51
Recycling 31
Solar Energy 185
Renewable Energy (i.e., Biogas, Biomass and Hydro) 191
Sustainable Transportation 149
Electric Vehicles 87
Energy Storage and Battery Management System 114
Vehicle Technology/Maintenance/Inspection 111
Green Building 135
Sustainable Design 135
Materials Selection 132
Smart Appliances 179
Construction Waste Management 131
Excluding Sustainability Management, Sustainable Development, Environmental
Awareness, EHS, and Codes/Standards/Legislation areas, Renewable Energy (i.e.,
98
Biogas, Biomass and Hydro) was the most IHE-incorporated area, with 191
programmes out of 372. Its prevalence was because, apart from solar, there were
other kinds of renewable energy, not limited to bio-energy and hydropower, such as
geothermal, wind, and tidal. Also, most renewable energy systems still use turbines to
generate power, similar to the conventional method of using fossil fuel, and both
chemical and mechanical engineering programmes cover this topic. The second-most
incorporated area was Solar Energy (185 programs), which was most likely due to
electrical and chemical engineering covering the topic.
The third highest (179 programmes) was the Smart Appliances area, which covered
mainly electrical engineering and building as a key criterion for achieving green
building. The fourth and fifth most offered are Climate (150) and Sustainable
Transportation (149). The least offered was Recycling (31), as it was mainly a practice
that was common knowledge and not specifically included in programmes, and it was
mainly included as part of best practices in certain courses.
Table 4.15 shows the distribution based on sectors, where the energy sector, as a
whole, was only 19% while transportation was 23%, building was 39%, and others
19%. One of the main reasons the building sector held the highest share was that
there were many components to its building, which were covered by almost all
programmes. Electrical engineers were responsible for the electrification of the
building, mechanical engineers and chemical engineers for air conditioning systems,
and civil engineers for indoor air pollution and materials. Also, built environment and
architecture programmes were relevant as they were responsible for designing the
building. The transportation and energy sectors had similar shares, but the energy
sector arguably held a more considerable portion based on the discussion in Section
4.6.1 and the data in Table 4.11. In addition, most sustainability management-related
courses (found in most programmes) were related to energy management.
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Table 4.15: Number of programmes for each green-related area of competence
according to sectors
Sector Area of Competence Number Total Percentage
Energy
Solar Energy 185
376 19%
Renewable Energy 191
Transportation Energy Storage and 114
Battery Management
System 149 461 23%
Sustainable 87
Transportation
111
Electric Vehicles
135
Vehicle Technology/ 135
Maintenance/Inspecti 132
on 179
131
Green Building 51
31
Building Sustainable Design 150
Materials Selection 98
General Smart Appliances 88 763 39%
367 19%
Construction Waste
Management
Remediation
Recycling
Climate
Environmental
Science
Environmental
Management
Systems
For IHE, the programmes offered are highly related to sustainable development and
they cover all areas of competency identified in this study. However the laboratory
courses offered by IHE cover basic science and engineering knowledge which may or
may not be related to Green Areas. Hence, there is still room for improvement on the
side of IHE to incorporate Green Areas in laboratory coursework.
100
4.5.2 Courses Offered by Accredited Centres
There were 47 green-related NOSS/NCS, but only 6 had training providers. Table 4.16
shows the number of NOSS/NCS with and without ACs for each area of competency,
and Table 4.17 shows the mapping of the 6 NOSS/NCS with ACs in green-related
areas.
Table 4.16: Number of NOSS/NCS with and without ACs according to areas of
competence
Area of Competence Training Training Total
Provider Provider
Sustainability Management Available Unavailable 22
Sustainable Development 47
Environmental Awareness 2 20 1
Environment, Health and Safety (EHS) 1
Environmental Management Systems 6 41 1
Codes/Standards/Legislation (i.e., ISO
14001) 1 0
Solar Energy
Renewable Energy (i.e., Biogas, Biomass 1 0
and Hydro)
Electric Vehicles 1 0
Energy Storage and Battery Management
System 6 41 47
Vehicle
Technology/Maintenance/Inspection 1 01
Green Building
4 26 30
0 22
0 22
0 22
1 11 12
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Table 4.17: Mapping of NOSS/NCS by green-related areas of competence
NOSS/NCS Area of Competence
Low Voltage Electrical Power • Sustainable Development
Distribution System and Generation • Code/Standard/Legislation
• Solar Energy
• Renewable Energy
Green Compliances • Sustainability Management
Facilities Management Monitoring • Sustainable Development
• Environmental Awareness
• Environment, Health and Safety
• Environmental Management System,
• Code/Standard/Legislation
• Sustainability Management
• Sustainable Development
• Code/Standard/Legislation
• Green Building
Solar Installation and Maintenance • Sustainable Development
Practitioner • Code/Standard/Legislation
• Solar Energy
Solar Installation and Maintenance • Sustainable Development
Assistant Practitioner • Code/Standard/Legislation
• Solar Energy
Solar Photovoltaic (PV) System • Sustainable Development
Operation & Maintenance • Code/Standard/Legislation
• Solar Energy
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Most of the available NOSS for green technologies were developed related to
Renewable Energy, with up to 30 NOSS. This was followed by 22 NOSS for
Sustainability Management and 12 NOSS for Green Building. For the green building
sector, compared to other courses and university programmes, it is lower as a lot of
building-related courses are related to indexes and best practices which do not
specifically need hands-on training as it does not involve technical skills. Sustainable
Development and Codes/Standards/Legislation, on the other hand, are generic and
applicable across all 47 NOSS. These findings suggest that Malaysia possesses the
necessary materials for conducting these NOSS. Nevertheless, there are not many
ACs that provide these NOSS as can be seen in Table 4.16.
For the energy sector, taking solar PV as an example, the solar PV courses are divided
into several parts, and a list of NOSS related to solar PV is as below:
Out of this list, only Solar Photovoltaic (PV) System Operation & Maintenance, Solar
Installation and Maintenance Practitioner and Solar Installation and Maintenance
Assistant Practitioner were being offered. Higher level NOSS for Solar PV that dealt
with designs were not offered, indicating that most training providers of NOSS did not
deal with designing new systems or technology for solar PV and mainly focused on
the current market demand based on available solar PV technology; hence focus was
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on practices and operations. For other kinds of renewable energy, NOSS for solar
thermal, small hydro, biogas, biomass, and landfill gas capture were available but
lacked training providers to offer them.
As for sustainability management, most not offered were also related to specific
technologies such as biomass energy generation plant management, landfill gas plant
management, and others. If the institutions were not ready to offer training for each
specific technology (such as biomass), they were also not likely to offer the
management programme as it should be based on the biomass system, which
included boilers, turbines, and many more. Up to this point, training for units of
operating systems such as boilers, turbines, and others was not available.
The only courses currently offered for the Green Building sector focus on facilities
management monitoring, which applies to any building, not exclusively green
buildings. Other courses for green building, which involve the implementation of new
technologies like automation, control, and energy optimisation, are currently
unavailable due to a lack of training facilities and infrastructure.
For the transportation sector, there were two courses, Electric Vehicle (EV) Charging
Station and Battery Electric Vehicle (BEV) Diagnostic and Rectification, and both did
not have training providers.
Based on the 21 areas of competence, there were areas with no NOSS related to
them. This finding indicates that NOSS could still be developed to cater to the
increasing demand for green-related areas. These green-related areas, excluding
generic areas without NOSS (e.g., Climate, Environmental science and recycling), are
listed below:
• Sustainable Transportation apart from EV (Transportation Sector)
• Sustainable Design (Building Sector)
• Material Selection (Building Sector)
• Smart Appliances (Building Sector)
• Construction Waste Management (Building Sector)
• Remediation (Building Sector)
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Out of the areas of competence listed above, sustainable design and material
selection can be incorporated into existing NOSS related to architecture. Construction
waste management can also be incorporated into existing NOSS for construction and
management. While many energy management courses focus mainly on monitoring,
smart appliance control can also be included. However, as each of these areas is
specific, it is recommended that a thorough study of each specific area be conducted
to revise its current content.
4.6
Readiness of Training Institutions in
Offering Green Jobs-Related Training
Based on the desktop study, green-related courses/programmes were identified from
three types of training institutions (TI) including ACs, IHEs and TPs using two methods:
1. Identification of green jobs and extracting a list of NOSS categorized under
green jobs within eMASCO.
2. Screening of green NOSS (from the MySPIKE portal) to identify ACs and
green-related courses/programmes offered by IHEs and TPs, according to
the definition of green jobs.
In the case of the National Competency Standard (NCS), the skills were the general
skills required by all skilled workers under certain sectors in Malaysia and were not
specific to green technologies. Therefore, the study focused its review on the NOSS
relevant to green jobs.
From the screened courses/programmes, relevant ACs, IHEs and TPs were identified
as 47, 892 and 210 respectively as depicted in Table 4.18. Detailed ACs, IHEs and
TPs courses/programmes are listed in Appendix D, E and F. It was assumed that TIs
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that offered green-related courses/programmes were equipped and ready to offer
courses or programmes that could equip workers with knowledge related to green
jobs.
Table 4.18: Green-related Courses/Programmes offered by training institutions
Sector Number of green courses and Total
programmes offered by TIs
AC IHE TP
General 47 372 47 466
310
Energy
30 191 89
Transportation
2 149 47 198
Building 218
12 179 27
1,192
Table 4.19 presents the estimated number of students, trainees, and participants for
green jobs-related training, with detailed calculations provided in Appendix C
Based on the projection of green job creation in Table 4.8 (in Section 4.4), the
transportation sector is expected to create the greatest number of green jobs in 5 years
(92,937), followed by the building (90,304) and energy sectors (13,749). To cater to
this demand, ACs, IHEs and TPs have offered more than 1,192 green-related courses
and programmes which can be seen in Table 4.18. It is estimated that the existing
NOSS, courses and programmes can fulfil the demand, except for the transportation
sector. However, this supply-demand mapping does not reflect the actual scenario
accurately. Each sector has a specific technology which needs further study to be
analysed in detail.
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Table 4.19: Estimation Numbers of Students/Trainees/Participants for Green Jobs-
Related Training by Tis in five years (2023-2027)
Sector Students/trainees/participants for Total
General Green Jobs-Related Training by TIs 196,200
AC IHE TP
23,500 149,200 12,500
Energy
15,000 76,400 44,500 135,900
Transportation
1,000 59,600 23,500 84,100
Building
6,000 71,600 12,500 91,100
507,300
When it comes to green-related courses/programs, IHEs and TPs offer a significantly
larger number of courses/programmes compared to ACs. In total IHEs provide 892
green job-related courses/programmes and 210 short courses for TPs. In contrast,
ACs offer only 47 courses and programs.
Based on the selected NOSS by ACs, it can be concluded that most NOSS offered by
ACs (refer to MySPIKE portal) offer hands-on training. However, many green-related
NOSS were not offered by any AC and are shown in Table 4.20. Out of 47 NOSS
related to green jobs, only six green-related NOSS were offered by training providers,
while 41 green-related NOSS were not offered.
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Table 4.20: Green-related NOSS with and without training providers
No. With Training Providers Without Training Providers
Low Voltage Electrical Power Energy Management System for
1 Distribution System and Buildings
Generation
2 Green Compliances Building Management System & Energy
Management
3 Facilities Management Monitoring Building Management System & Energy
Optimisation
4 Solar Installation and General Building Automation & Energy
Maintenance Practitioner Operation Control
Solar Installation and Thermal Energy Audit Measurement
5 Maintenance Assistant
Practitioner
6 Solar Photovoltaic (PV) System Energy Audit Management
Operation & Maintenance
7 - Energy Audit Measurement & Analysis
8 - Energy Audit Operation
9 - Green Building Consultation and
Management
10 - Electric Vehicle (EV) Charging Station
11 - Battery Electric Vehicle (BEV)
Diagnostic and Rectification
12 - Small Hydro Plant Operations &
Maintenance and Supervision
13 - Small Hydro Plant Operations &
Maintenance
14 - Small Hydro (Run of River) Intake
Operations & Maintenance
15 - Combined Cycle Power Plant Operation
Management
16 - Combined Cycle Power Plant Operation
Control
17 - Combined-Cycle / Coal-Fired Power
Plant Operation
18 - Bio Compressed Natural Gas Plant
Operations
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No. With Training Providers Without Training Providers
19 - Biomass Energy Generation Plant
Management
Biomass Energy Generation Plant
20 - Operation and Maintenance
Management
21 - Biomass Energy Generation Plant
Operation Control
22 - Biomass Energy Generation Plant
Operation
23 - Anaerobic Digester Biogas Plant
Management
24 - Anaerobic Digester Biogas Plant
Supervision
25 - Anaerobic Digester Biogas Plant
Operation and Maintenance
26 - Landfill Gas Plant (LFGP) Management
27 - Landfill Gas Plant (LFGP) Operation
Management
28 - Landfill Gas Plant (LFGP) Operation
Control and Supervision
29 - Landfill Gas Plant (LFGP) Operation
30 - Solar Technology Designer
31 - Solar Technology Assistant Designer
32 - Solar PV System Management
33 - Solar PV System Design & Optimization
34 - Solar Photovoltaic (PV) System
Installation & Maintenance
35 - Solar Thermal System Engineering
Management
36 - Solar Thermal System Engineering
Coordination
37 - Solar Thermal System Installation
38 - Facilities Management Planning
39 - Electrical Lighting & LED Installation &
Maintenance
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No. With Training Providers Without Training Providers
40 - Sustainability Management
41 - Sustainability Operation
Total 6
41
There are several factors that contribute to this disparity. IHEs have already included
sustainable elements in their courses to align with Sustainable Development Goals
(SDGs). On the other hand, TPs, which include private training centres and
government agencies, are well-equipped with facilities and allocate specific budgets
for green job-related short courses training. As a result, there is a need to develop
more NOSS, particularly in the transportation sector, to meet the demand for green
jobs.
In Phase 1 of the National Energy Transition Roadmap (NETR), ten flagship catalyst
projects and initiatives concentrate on energy efficiency, renewable energy, hydrogen,
bioenergy, green mobility, and CCUS. Phase 2, recently released, shifts its focus to
biomass, waste-to-energy usage, carbon capture and storage (CCS), and hydrogen
integration, among others. The recently released NETR places greater emphasis on
waste utilization, which is why biomass and waste-to-energy usage have been
included in the mix.
In line with this roadmap, new NOSS or courses related to hydrogen, biomass, green
mobility (including electric vehicles), waste-to-energy and CCUS need to be offered
by the TIs. Thus, TIs must be well-equipped with facilities and human capital. For this
new NOSS and courses, support is required for human capital, finance and facilities.
The government-industry smart partnership, Academy in Industry (AiI) programme
and Sistem Latihan Dual Nasional (SLDN) must be strengthened to fill this gap. SLDN
is an industry-driven training method, and 'Dual' means training in two learning
situations, namely:
1) The actual workplace (company) which includes 70% to 80% practical training
(performance) and;
2) Training institution, which includes 20% to 30% learning theory (knowledge).
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In conclusion, Malaysia has NOSS-based courses and programmes suitable for
conducting green-related courses. However, accredited training centres are still not
ready to meet the demand to create green jobs in the next five years, especially in the
transport sector. Of the 47 NOSS related to Green Job, only 6 NOSS-based courses
are offered by the ACs, and most of these NOSS require facilities for practical training.
Although IHEs and TPs are well equipped with green-related courses/programmes,
there is still a need for improvement in facilities and infrastructure to effectively conduct
such training to meet the five years of green job demand.
It is recommended that specific market and demand studies be conducted to assess
the readiness level of ACs, IHEs and TPs, as each sector requires in-depth analysis
for its specialised technology. ACs must be equipped with facilities and human capital
to accommodate the demand for green jobs in the next five years. Government support
is pivotal for providing the necessary human capital, financial resources, and facilities.
Hence, it is crucial to strengthen government-industry smart partnerships through
initiatives such as the AiI and SLDN programmes.
4.7
Marketability of MSC Holders in Green
Jobs
The analysis of this section addresses Objective 4, which is to identify the marketability
of MSC holders in green jobs. Based on the survey, 21% of the respondents provided
feedback on the number of workers that were MSC holders in their company. The
feedback was analysed by company size and the percentage of workers that hold is
presented in Figure 4.15
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Figure 4.15: Percentage of workers with MSC by company size
From Figure 4.15, 31% of small-sized companies’ workers were MSC holders, 25%
for medium-sized companies and 16% for large-sized companies Many MSC holders
were employed by small-sized and medium-sized companies compared to large
companies.
The limited hiring of MSC holders by large companies is mainly attributed to
outsourcing skilled jobs to sub-contractors, predominantly from small and medium-
sized companies. Consequently, small and medium-sized companies end up hiring
more MSC holders to perform skilled jobs. The reason for this trend is further
supported by the findings in Figure 4.5, Section 4.3, where 54% and 34% of small and
medium-sized companies provide services, necessitating the recruitment of skilled
workers, including MSC holders, to fulfil their skilled tasks.
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The potential marketability of MSC holders can also be associated with the training
practices in industries. Figure 4.16 shows employers’ methods to prepare their
employees for green jobs. Around 28% of employers sent workers to professional
certification programmes, and 21% to on-the-job training programmes. These
professional certification programmes and on-the-job training can be provided through
the competency courses offered by the training institutions.
Figure 4.16: Methods used by employers to prepare their employees for green jobs
More than half of the respondents (57%) agreed to send their workers for training
related to green jobs, as presented in Figure 4.17 (a). They also agreed (51%) that
competency and certification were required for green jobs (Figure 4.17 (b)).
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Figure 4.17: Percentages of employers’ agreement on a) sending employees to
attend training related to green jobs, b) competency requirement for green jobs.
From the survey, currently, the total number of MSC holders working in green
industries is 4,236 and the fraction by MSC certification type is shown in Table 4.21.
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Table 4.21: Number of MSC holders
Type of MSC Number of Employees
SKM L1 19
SKM L2 1,144
SKM L3 769
1,039
DKM 369
DLKM 4,236
Total
To further understand the marketability of MSC holders, the respondents were asked
whether they are interested to hiring MSC holders in future. The feedback is shown in
Figure 4.18 where 49% of the respondents were interested in hiring MSC holders,
37% were unsure, and 14% did not want to hire any. More than half still lack interest
in hiring the MSC holder.
Figure 4.18: Interest of companies in hiring MSC holders
A follow-up question was asked to identify factors that hindered the companies from
hiring MSC holders. The feedback is shown in Figure 4.19. The two main reasons for
the companies being unsure or did not wanting to hire are the lack of awareness
regarding MSC programmes for green jobs and the competency courses offered under
MSC did not align with their company’s interests. Even though the respondents had
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MSC holders in their companies, they also agreed that these two reasons hindered
them from recruiting MSC holders for green jobs.
Figure 4.19: Reasons that hindered the recruitment of MSC holders
To summarise, the marketability of MSC holders is higher in small and medium-sized
companies. Nevertheless, the marketability of MSC holders in green jobs is still low,
with only 21% of respondents providing information about MSC holders in their
respective companies. This finding is in line with the fact that 40% of the respondents
were unaware of any MSC in green jobs. Hence, it can be inferred that industries still
lack awareness regarding MSC programmes, especially concerning green jobs.
Therefore, an introductory training courses should be conducted for industries to
introduce the relevant courses or programmes to enhance green skills. The objective
is to promote courses or programs that are suitable for upskilling and reskilling their
employees. This platform also can be used to encourage industries to participate in
the Academy in Industry (AiI) and Sistem Latihan Dual Nasional (SLDN), which are
driven by the industry to meet their specific skill sets. Using this approach, the courses
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can be designed to be tailored to the industry’s needs, thus increasing the
marketability of MSC holders.
4.8
Community Participation in Green Jobs
The findings in this part address Objective 5, which is to identify factors to increase
community participation in green jobs. The factors were identified as drivers and
challenges obtained from the survey and the FGDs. These are from the perspective
of the community from industry. Meanwhile, factors such as sustainable development
agenda in education and sustainable programmes were introduced for the students
and community. The following subsection discusses in detail the findings on the drivers
and challenges for each part.
4.8.1 Drivers and Challenges of Green Jobs from the Survey
4.8.1.1 Drivers of Green Jobs
Based on Figure 4.20, most respondents chose Profits (17%), Government
policies/incentives (16%), Energy conservation (14%), Resource conservation (12%)
and competitive advantage/community recognition (10%) as the main factors that
would drive them to offer green jobs. These factors were crucial in securing and
sustaining their business. Other factors, such as energy security, circular economy,
waste minimisation and resource minimisation were equally important in driving
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companies to offer green jobs. Below is the list of potential drivers for creating green
jobs considered in the survey.
Category Description
D1 Energy conservation
D2 Resource conservation
D3 Government policies/incentives
D4 Circular economy
D5 Waste minimisation
D6 Profits
D7 Energy security
D8 Resource minimisation
D9 Competitive advantage/community recognition
The companies were primarily motivated to offer green jobs due to the pursuit of profit.
There are several reasons for this, as this driver is interrelated with energy
conservation and resource conservation (the third and fourth highest factors). One of
the reasons is cost savings by implementing sustainable practices and technologies
that can help companies reduce operational costs in the long run. For example, energy
conservation can lead to lower utility bills and improved energy efficiency. These cost
savings contribute to higher profit margins. Besides, saving energy and using
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renewable energy are widely promoted, leading to an awareness of energy saving to
create more profits for companies. Hence, most companies were concerned about
profit and selected it as the main driver.
16% 17%
14% 8%
7%
12%
7% 10%
7%
D1 D2 D3 D4 D5 D6 D7 D8 D9
Figure 4.20: Factors driving companies to create green job opportunities
Government policies/incentives was the second most selected driver, mainly due to
the high cost of green technology, causing many companies to hold back on
implementing green technology. Support from the government (e.g., GTFS, GITA and
GITE) would be able to help them move toward sustainability. Competitive
advantage/community recognition was another major driver in the decision to offer
green jobs in the industry. This is due to the fact that better branding leads to higher
sales, greater revenues and lower operating costs through energy saving, which also
leads to lower expenditure. On the other hand, due to a lack of awareness, they did
not consider circular economy and energy security as the main drivers, unlike the
others. Overall, based on the survey, all drivers were selected.
This survey also identified government-regulated policies or initiatives that could help
in green job deployment, and the results are shown in Figure 4.21. The results show
that Financial incentives for green product/service providers (15%) and Green job
subsidies (14%) were the main factors that could contribute to green job deployment.
Implementing green technology is costly, and recruiting green talent is even more
costly. Government assistance (e.g., GTFS, GITA and GITE) will increase the
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adoption of green technology and subsequently, green talents by industries. Besides,
education and training programmes (14%) were very important for companies in
instilling awareness regarding green jobs and activities. Nurturing sustainability
awareness has to start from a young age and is best done through education.
On top of that, the respondents also selected renewable energy generation quota
increases, which was the fourth highest. This finding indicates that many companies
were interested in implementing solar energy but would require financial support to
install solar PV. The fifth and sixth highest were Green skill development and Direct
job creation. A higher number of green talents could drive sustainable movements and
practices. With the other initiatives like direct investment, creation and adoption of
green transportation, and adoption of green building rating scheme, these initiatives
will eventually take place given sufficient awareness of green and support from the
government. The list of all government-regulated policies and initiatives is as follows:
Category Description
G1 Green job subsidies
G2 Direct job creation
G3 Education and training programmes
G4 Financial incentives for green products/services
provider
G5 Direct investments
G6 Green skill development
G7 Protection of workers’ rights and interests
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Category Description
G8 Renewable energy generation quota increase
G9
G10 Creation and adoption of green transportation
G11
Adoption of green building rating scheme
Climate change adaptation and attainment of
energy independence
G11 4%
G10 7%
G9 5%
G8 11%
G7 5%
G6 10%
G5 8%
G4 15%
G3 14%
G2 8%
G1 14%
Figure 4.21: Government-regulated policies or initiatives critical to green job
deployment
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4.8.1.2 Challenges in Green Job
The main challenges to hiring employees for green jobs were the lack of knowledge
and proper qualifications. 57% of the respondents agreed that these factors hindered
them from getting the right employees for green jobs. The list of constraints for
employing the right workers for green jobs are:
Category Description
C1 Lack of proper qualification
C2 Lack of knowledge
C3 Poor marketing platform
C4 Lack of financial budget to hire new workers
C5 None of the above
Among the challenges, lack of proper qualification and knowledge were the most
prominent, indicating that many new workers still lacked green-related knowledge and
skills. This is due to the rapid evolution of green technology. Most green technology
necessitates a completely new set of knowledge and skills. IHEs, on the other hand,
provide fundamental exposure to common green technology. As a result, they may be
irrelevant to new or tailored green technologies for the industry. Finance was another
major challenge for companies, as most green talents usually had higher qualifications
and demanded higher salaries. Furthermore, incorporating green technology comes
at a high cost. This causes the companies to bear a heavy financial burden. Last but
not least, a poor marketing platform was not seen as a significant obstacle; however,
a promotion and a platform for recruiting green talent would make the search for such
talents easier.
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32.1%
24.8%
21.9%
17.0%
4.2%
C1 C2 C3 C4 C5
Figure 4.22: Factors constraining companies from hiring employees for green jobs
From Figure 4.23, it can be seen that many respondents agreed that the main barriers
to implementing green practices were a shortage of workers with relevant knowledge
(14.8%), a shortage of workers with skills in green jobs (14.42%) and a shortage of
available training programs (12.7%). These factors prevented companies from
employing potential workers. Such training programs are essential to ensure that
employees have the opportunity to upskill and reskill themselves for green jobs.
Besides, lack of investment and financial support (14.1%), and uncertain demand from
the market (13.3%) were also the significant factors that hindered the implementation
of green practices in the industry. As previously discussed, implementing green
practices requires a worker to have a unique set of knowledge and skills. Therefore,
the company would need to hire new employees or retrain existing employees to meet
green job requirements. Furthermore, because the level of knowledge of green
technology is usually higher, green talents are frequently paid more. Thus, the lack of
investment and financial support may cause a lot of companies to delay the
implementation of green practices due to a high financial burden. Nevertheless, 3% of
the respondents believed harsh working conditions prevented them from offering
green jobs. The list of barriers and challenges is as below:
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Category Description
B1 Shortage of workers with relevant knowledge
B2
Shortage of workers with skills
B3 Shortage of available training programmes
B4 Lack of investments/ financial support
B5 Harsh working conditions
B6 No economic benefits
B7 Lack of information about green practices
B8 Uncertain demand from the market
B9 Lack of company experience in green jobs
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14.8% 14.2%
14.2%
12.7% 13.3%
11.2%
8.6% 8.1%
3.0%
B1 B2 B3 B4 B5 B6 B7 B8 B9
Figure 4.23: Barriers to implementing green practices
4.8.2 Drivers and Challenges in Green Job from FGD
The drivers and challenges in green jobs were also discussed during the second FGD,
which was participated by 20 representatives from various agencies. Details of the
representatives can be found in Appendix A. During the discussion, the drivers and
challenges faced by industries, the government and institutions, were gathered.
Regarding industries, several points on drivers were raised during the discussion,
which included government incentives, political stability for companies and investors,
green consortium among companies, opportunities for green incentives/credits/
technology, push factors, and talent supply and demand. Elaborations on these points
as well as mapping of these points with the drivers from the survey are shown in Table
4.22.
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Table 4.22: Points raised during FGDs regarding green job drivers
Points raised during Mapping with Remark
FGDs Drivers from
Implementing green technology is
Government incentives: Survey expensive while recruiting green
training, technology, D3: Government talents leads to higher costs.
SMEs, technical advisors, policies/incentives Support from the government will
tax reduction & subsidies boost the take-up rate of green
technology and, subsequently,
green talents by industries.
Political stability for N/A1 Concerning GDP and Malaysia’s
economy, political stability will
companies and investors increase Malaysia's economic
– e.g., PESTLE analysis growth, subsequently increasing
the adaptation of green
technology.
As a push factor for the D3: Government The commitment of the
government for the policies/incentives government to meet the global
nation’s image, e.g. UN’s D9: Competitive sustainability agenda will push the
SDG, ILO advantage/ nation towards green technology.
community BURSA has made it compulsory
Specification for recognition for publicly listed companies to
domestication and submit sustainability reports.
exportation, meeting the
green criteria, e.g. Certain industries, for example,
product specification via the palm oil mill industry, are
environmental impact, required to meet RSPO
carbon offsetting Certification for international
requirement export.
Sustainability reporting
for publicly listed
companies in BURSA -
pushing towards covering
scope 3 emission and
environmental
performance
126
Points raised during Mapping with Remark
FGDs Drivers from
Many best practices that are
Green consortium among Survey practised by certain industries are
companies, e.g. sharing D9: Competitive not known. Forming a green
the same manufacturer, advantage/commu consortium will allow industries in
to reduce scope 3 nity recognition the same sector to share their best
emission practices.
D9: Competitive
Company’s green image advantage/commu The marketability of green
for the public nity recognition products is gaining more attention
as community awareness
regarding green practices
increases. Hence companies
known for green practices will be
able to improve their branding.
Enhance efficiency and D1: Energy Direct improvement to enhance
opportunities to claim conservation efficiency can lead to resource
green incentives/credits/ D2: Resource minimisation and increased
technology conservation production. These directly lead to
D4: Circular companies’ profitability.
economy
D5: Waste
minimisation
D6: Profits
D7: Energy
security
D8: Resource
minimisation
Talent pool supply and N/A1 Green technology is relatively
demand, talent training - new, and many industries are
the importance of the unaware of green opportunities
demand for green jobs, that are relevant to them.
chances for upskilling Increasing industry awareness of
green practices will increase
demand for green talent, and with
sufficient green talent supply, it
will increase the number of green
jobs and talent in Malaysia.
1 New point raised during FGDs that was not an option in the questionnaire
127