to be most excluded from the general labor market: Black African workers with lower than matric qualifications. We attribute this result to the fact that the few mid-level and elementary occupations that can be classified as strictly green (e.g., refuse and garbage collectors), exhibit some of the highest GTIs and are responsible for a large share of employment.

Five policy areas emerge from the analysis. First, as the green economy grows, there will be a need to upskill the current work force and prepare the incoming work force with skills used in strictly and broadly green occupations. The 2022 critical skills list identifies 101 occupations that cannot be filled by South Africans; 40 are on our strictly green list, pointing to the current scarcity of local skills to fill (mostly) high-level green jobs.<sup>36</sup> Even more worrisome is that while most of the skills required for a green economy could be delivered by some slight adjustments to the education system, it is not happening on the required scale (Duncan 2023). A skills development strategy to carry out the tasks defined in the green jobs identified in this paper can create some order and efficiency in the scattered and ad hoc current offering of green skills programs (ILO 2019). It can be used to incentivize universities to expand curriculum that aligns with the green occupations identified in this paper to build the missing cohort of scientists and managers needed to spur the green revolution. It can also be a means for expanding and organizing the TVET system to prepare workers in mid-level occupations, particularly for broadly green jobs. Partnerships with the private training sector, which is already active in providing short courses in a range of green-related technologies, will allow for a rapid expansion of training opportunities to engage less-skilled youth in green occupations (Duncan 2023). Even workers in elementary occupations will need to upskill and reskill as new technologies and industries come on the market. This group is best served through practical, short courses provided through municipalities or other local private sector players.

Second, the low prevalence of youth in green jobs suggests a need to proactively engage youth to view green jobs as a viable job opportunity. Three types of interventions can bring more youth to green jobs. First, career counseling programs, such as the SkillCraft career guidance portal on SAYouth.mobi, can present green occupations as career options and guide youth toward training programs to prepare to enter these fields. Second, scholarships for TVET study can be earmarked for green occupations. Third, the Presidential Youth Employment Initiative, Extended Public Works Program, and other programs that provide youth a first job experience can expand their offering of strictly or broadly green jobs.

Third, women’s under-representation in green jobs needs to be addressed before they are left out of the green transition. Girls can be encouraged to engage in STEM fields, as is shown through computer programming clubs in high schools (Yabas et al 2022), scholarships for girls entering STEM fields in TVET or university, and career guidance that provides earnings information (among other) for STEM careers. Publicly recognizing and celebrating successful women in STEM or mentorship programs between female STEM students or young women in the STEM workforce with established women in STEM fields can help newcomers navigate the male world of green jobs. A societal shift in mindset – that STEM is for girls and women – through public campaigns has been successful in other countries (Hill et al 2010).

> 36 Department of Home Affairs. 2022. _Government Gazette (Vol. 680) #45860 of February 2022._ Republic of South Africa.

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