CEDHE Forum: Skills for net zero - what employers want wrap-up

There are multiple challenges associated with achieving the net zero target, ranging from how net zero can be defined to what actions need to be taken to achieve net zero on the ground. With net zero requiring action from all sectors, it is not possible to identify all the different skills needed to deliver on net zero targets in one event. However, there was consensus that there are a number of foundational skills that will be needed, particularly in the next generation of environmental scientists, including: 

• knowledge of the role and efficacy of renewable technologies, heat decarbonisation and carbon capture as deployment of these technologies will be a core component of many organisations’ net zero strategies.  

• managing, analysing and communicating large datasets  

• understanding the role and measurement of ecosystem protection and restoration in carbon sequestration

• understanding the role of policy and regulation in supporting the protection and restoration of ecosystems 

Conversations around “soft skills” in the net zero transition were rich and illuminating. It was generally agreed that the term itself often devalues this group of skills and competencies, indicating that they are easier to attain (when they are possibly the hardest) and less valuable than technical skills. Whilst it was undisputed that strong technical skills and specialist environmental knowledge will be essential to address the multiple environmental challenges we face, we should not underestimate the value of developing the skills that will enable environmental science professionals to be most effective in their role as agents of change; key skills in communication, innovation, critical thinking and even empathy. The role of universities as vehicles of knowledge transfer is still of great importance, but they should also focus on preparing students in ways of thinking and behaving, aligned with the UN Sustainability core competencies.  

Along with a range of other professional skills, communication was highlighted as a critical skill that students should have the opportunity to develop throughout their programmes. Developing their confidence and techniques to verbally communicate and distill complex concepts to a broad audience, and other scientists, will allow different stakeholders to understand, connect and contribute to solutions. 

A key element of the forum was to bring together voices from academia and industry. Whilst it is widely accepted that the interaction of these two sectors is essential in developing a curriculum that meets the needs of the industry, what was also highlighted were the benefits that these interactions bring to students in developing their skills for professional practice, notably through authentic real-world assessment, work placements, internships and guest lectures. 

With the growth of the Environmental Practitioner Degree Apprenticeship, connections between institutions and industry partners are even further enhanced and are, as a result, more broadly benefiting students on traditional Environmental Science programmes. From programmes being designed in collaboration with employers, to learning taking place between apprentices and students on these different pathways into the sector, these connections are developing graduates who are ready to enter the workforce as agents of change.  

It would be amiss to have a discussion about skills for net zero without addressing the need for collaboration and partnership in solving the environmental challenges of the future. There was a strong sense and need to approach these complex and ambiguous challenges with humility, and recognise the limitations of our own expertise. Cross-sector working and learning is going to be critical to the successful delivery of the net zero agenda, and therefore it stands to reason that these ways of working and thinking should be integrated into programme delivery.

There were interesting case studies highlighted throughout the forum that demonstrated how students were being exposed to opportunities to work in multi-disciplinary teams to find solutions to real-world problems, and that these transformative learning experiences build important skills in cooperation, teamwork and problem solving. Fundamentally there needs to be a shift away from siloed thinking and working, with a greater emphasis on a systems thinking approach. Therefore, we need to provide multi-disciplinary opportunities to students that allow them to work collaboratively and appreciate both the complexity of problems and the opportunities for developing multifunctional solutions. 

The environmental profession will be essential for our transition to net zero, and whilst there will always be the need for specialist experts in fields such as ecology, marine, air, land and climate science etc, as the environmental sector continues to evolve, so too will the profession. It is therefore important that students understand the variety of career pathways in the sector, that they must be adaptive to changing needs and practice and that multi-disciplinary teams, with a variety of skills and knowledge, will be required for the net zero transition.

There will also be an important role for institutions, like the IES and SocEnv, to play in spotlighting the broad range of roles within the environment sector, and to bring to life the diversity of both specialist and more generalist environmental professionals through mentoring and case studies. 

Welcome  

Liz Price, Chair of CEDHE, Deputy Pro-Vice-Chancellor Sustainability, Manchester Metropolitan University     

Review of skills for net zero  

Adam Donnan, Chief Executive of IES 

What net zero skills do employers want in an Environmental Science graduate?  

Panellists include Gary Kass, Principal Specialist at Natural England, Dr Emma Wilcox, Chief Executive of SocEnv and Beth Richards, Sustainability Education Officer at Change Agents, chaired by Liz Price, Chair of CEDHE, with questions from Allison Villarreal, Ellen Dainty and Millie Hore, IES Student Ambassadors 

Linking with employers to inform programme design  

Michael Horswell, Senior Lecturer, Nevil Quinn, Professor in Applied Hydrology both from University of West of England, Jean-Louis Bartlett and Hollie Price, Arcadis 

Carbon Auditing and real-world assessment  

Dr Rachel Dunk, Principal Lecturer and Christopher Paling, Senior Lecturer, both at Manchester Metropolitan University