Organisation:	UNESCO UNEVOC, Germany
Source:	Greening TVET: A practical guide for TVET institutions (2017)
Description:	This Guide is designed to help leaders and practitioners of technical and vocational education and training (TVET) in improving their understanding and implementation of education for sustainable development (ESD) using a whole-institution approach to greening their institutions. Foreword (p.3)

Green jobs are jobs that contribute to preserving or restoring environmental quality, while also meeting longstanding demands and goals of the labour movement, such as adequate wages, safe working conditions, and workers' rights. (Adapted from UNEP(2008) definition - See below)
Source: UNEVOC community

Green jobs are defined as jobs that reduce the environmental impact of enterprises and economic sectors, ultimately to levels that are sustainable. This definition covers work in agriculture, industry, services and administration that contributes to preserving or restoring the quality of the environment while also meeting the criteria for decent work - adequate wages, safe conditions, workers' right, social dialog and social protection. It also covers activities related to both mitigation and adaption to climate change.
This is a working definition. It implies in its inclusivity and breadth that every job can potentially become greener. As time goes on and the transition to a green economy intensifies, what is considered a green job today might not continue to be so regarded. The understanding of green jobs also varies from one country to another. Ultimately, countries will need to compose their own national definitions and set thresholds for practices considered green or non-green.
Source: ILO/CEDEFOP 2011, Global

We define green jobs as positions in agriculture, manufacturing, construction, installation, and maintenance, as well as scientific and technical, administrative, and service-related activities, that contribute substantially to preserving or restoring environmental quality. Specifically, but not exclusively, this includes jobs that help to protect and restore ecosystems and biodiversity; reduce energy, materials, and water consumption through high-efficiency and avoidance strategies; de-carbonize the economy; and minimize or altogether avoid generation of all forms of waste and pollution. But green jobs, as we argue below, also need to be good jobs that meet longstanding demands and goals of the labor movement, i.e., adequate wages, safe working conditions, and worker rights, including the right to organize labor unions.
Source: UNEP 2008, Global

Technical skills, knowledge, values and attitudes needed in the workforce to develop and support sustainable social, economic and environmental outcomes in business, industry and the community.
Source: NCVER 2013, Australia

Abilities needed to live in, develop and support a society which aims to reduce the negative impact of human activity on the environment.
Source: CEDEFOP 2014, Europe

Environmental awareness skills refer to the knowledge, abilities, values and attitudes [in the general population] needed to live in, develop and support a society which reduces the impact of human activity on the environment. These generic ‘green’ skills include the capacity to include environmental concerns alongside others (such performance and safety) in taking decisions, including in the choice of processes and technologies.
Source: EU commission (Skills panorama) 2015, Europe

Greening TVET is an essential and cross-cutting theme for sustainable development. It refers to the efforts to reorient and reinforce existing TVET institutions and policies in order to reinforce achievement of sustainable development. Thus, greening TVET acknowledges the relationship between sustainable development and green development and clarifies different definitions of green jobs and green skills as well.

{Please refer to UNESCO-UNEVOC Greening TVET guide for more information on Greening TVET
https://unevoc.unesco.org/greening}
Source: Majumdar 2010, Global

GTVET comprises economic, ecological and social aspects and thus contributes to sustainable development. It is a cross-cutting issue that plays a role in any occupational sector: in industry, handicraft, agriculture, forestry, fisheries, services and administration. GTVET contributes to the transition to green economies and green societies by providing green competencies in a holistic approach including formal, non-formal and informal learning environments.
(extracted from "International Framework for Action: Greening TVET" (Draft), UNESCO-UNEVOC 2014.)

Greening TVET is including education for ‘green’ economies and ‘green’ societies as a part of TVET qualifications and programmes.
Source: UNESCO Bangkok 2016, Asia-pacific