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MET-VET – Metacognition for
Environmental Thinking in VET
Project number:
2021-2-PL01-KA220-VET-000050783

Also, the adoption of the ‘Digital Skills Assessment Tool’ by the European Commission, can support VET
providers in assessing and enhancing the digital competencies of VET learners. For the purposes of the
project “MET-VET”, the state of the art regarding the green and digital transition in the Countries of
the project partners has been explored.

Germany, known for its robust VET system, is at the forefront of the green and digital transitions. VET
systems are well-established and are adept at adapting to changes in industry demands. With the shift
towards green technologies and sustainable practices, VET centers offer training programs tailored to
skills required in renewable energy, energy efficiency, waste management, and other eco-friendly
sectors. These programs equip individuals with the necessary competencies to work in emerging green
industries.
The digitalization of industries is a key aspect of Germany's transition towards a more sustainable
economy. VET systems recognize this and incorporate digital skills training into their programs. From
learning how to operate digital machinery in manufacturing to understanding data analytics in
renewable energy systems, VET centers ensure that individuals are equipped with the digital
competencies needed to thrive in a technologically advanced workforce. VET centers often collaborate
closely with industry partners to ensure that their training programs are aligned with current and
future needs. In the context of the green and digital transition, these partnerships are crucial for
identifying emerging trends, evolving skill requirements, and developing relevant curriculum. Through
these collaborations, VET systems can ensure that their graduates are well-prepared to contribute to
sustainable and digitally-driven sectors of the economy.
Furthermore, one of the hallmarks of the German VET system is its emphasis on practical, hands-on
learning. This approach is particularly beneficial for green and digital sectors where skills need to be
applied in real-world settings. VET centers provide access to state-of-the-art equipment and facilities,
allowing learners to gain valuable experience working with green technologies and digital tools in a
controlled environment. Finally, VET systems in Germany are known for their flexibility and
adaptability. As the green and digital transition progresses, VET centers continually update their
programs to reflect changing industry dynamics and technological advancements. This ensures that
individuals undergoing vocational training remain relevant and equipped with the latest skills needed
to drive innovation and sustainability in the workforce.
Research highlights the evolving role of VET systems in Poland amidst the green and digital transition.
While countries like Belgium and Germany are leading examples in integrating green and digital
practices into their VET curricula, Poland is actively progressing towards a similar approach. The leading
countries prioritize instilling knowledge of sustainable development principles, digital technologies,
and essential skills like communication and teamwork within their VET programs. Moreover, they
benefit from well-regulated labour markets, fostering collaboration between companies and
educational institutions to provide work-based learning opportunities. Conversely, Poland faces akin
challenges to countries categorized as lagging behind in the green and digital transition, such as
fragmented sectors and limited governmental investment in VET.
However, Poland demonstrates efforts in incorporating green and digital elements into VET programs,
albeit requiring additional resources and enhancements. Researchers advocate for the evaluation of
VET programs using a toolset within the European Qualifications Framework to ensure qualitative
climate literacy alongside quantitative metrics, thereby facilitating a successful transition to green and
digital practices among vocational learners in Poland.

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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not
necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither
the European Union nor EACEA can be held responsible for them.