This chapter analyses the results of a study on recognition, validation and accreditation (RVA) of non-formal and informal learning outcomes based on interviews with staff from five enterprises, two in the automotive sector, two in catering services and one in PVC manufacturing. Both formal and informal enterprises were interviewed. Interviews with the enterprises across three sectors showed that most employers in both formal and informal enterprises were not familiar with the term ‘green skills’. However, they were aware of environmental policies and regulations related to their respective sectors, and they encouraged the implementation of certain green practices in their enterprises by creating awareness among staff, promoting attitudinal changes, monitoring compliance with rules and regulations as well as integrating green skills into staff training programmes and RVA. Findings highlighted the importance of the need for employers to have guidelines on how enterprises can affect environmental sustainability. Results of the study also showed the centrality of the role of stakeholders—including both public and private enterprises as well as NGO sectors, consumer associations and government departments—in pushing for the inclusion of green skills in staff training and RVA mechanisms.

The transformation of learning in the era of technological disruption and pandemic has caused face-to-face classroom learning to transform into online learning or blended learning. Basic Software and Game Programming lessons have skills in identifying and applying how to develop software and games properly. In the school environment there are still many students experiencing difficulties in fostering interest in learning, this is because the process of honing their skills in the form of media that is less interesting. The focus of this research is to develop a website-based educational game learning media for Basic Software and Game subjects with the scope of Structured Programming elements that can increase students' interest in learning. The development methodology applied in this research is the MDLC model. The MDLC development model has 6 research components, including: (1) Concept (2) Design (3) Material Collecting, (4) Assembly, (5) Testing and (6) Distribution (Riyanto & Singgih, 2015). This research will use a questionnaire as a research instrument, and the selection of analysis techniques in this development uses quantitative analysis.

A significant amount of concern has been expressed about all the way in which technical vocational Education training (TVET) is taught in Nigeria and particularly in technical colleges in Niger State. This concern stems partly from the fact that the nation cannot grow its human and material resources effectively without sufficient and well-trained manpower at all educational levels. The study therefore investigates the professional skills training needs of technical vocational teachers in technical colleges in Niger State. The sample method used for the survey. The study population comprised of all technical college teachers in Niger state; the sample included all the sixty (60) technical teachers that made up the population. For data collection, professional training competencies Needs of Technical Vocational Teachers Questionnaire were used. The test-retest method was also used to determine the coefficient of reliability of which 0.72 was obtained. The data collected were analyzes using the statistical method Mean and Standard deviation. The findings from this study showed that the teachers of technical colleges in Niger state of Nigeria are not exposed to workshops, seminars, conferences and other means of acquiring basic technical knowledge, skills and attitudes and that innumerable teachers of technical colleges are not competent. It was therefore recommended that all technical teacher training institutions function in performance as a matter of necessity and produce an appropriate curriculum which will take on the necessary skills for our new technical teachers in training and those already in the field through in-service training.