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

programs also presents opportunities for innovation in teaching methods. Using these tools can
enhance teaching effectiveness and student engagement, making learning more interactive and
dynamic. For instance, digital platforms can facilitate blended learning approaches that combine
online and face-to-face instruction, while green technologies can provide hands-on experience
with sustainable practices. Thanks to the abovementioned actions teachers sustain the green and
digital transition, preparing learners to thrive in a digital economy and meet the demands of
modern workplaces. This not only benefits the learners but also contributes to broader societal
goals of sustainability and technological advancement. Through their efforts, VET teachers help
build a more resilient and future-ready workforce that can tackle the challenges of the 21st
century.

2.3 VET mentoring and professional development schemes in
Europe

One of the primary challenges faced by VET teachers is the need for continuous professional
development. As the green and digital sectors rapidly evolve, it is crucial for educators to stay updated
with the latest technological advancements and pedagogical strategies. This ongoing training and
upskilling are essential to ensure that teachers can effectively integrate new knowledge into their
teaching practices and provide students with the most relevant and current education. Committed
and competent teachers and trainers are essential for bridging the gap between education and work.
They shape curricula, provide high-quality apprenticeships, and apply European tools. The Riga
conclusions (2015) emphasize systematic approaches to initial and continuing professional
development (CPD) for VET teachers and trainers.

In Poland, there is a need for the development of training courses, seminars, and other initiatives to
enhance and update the green skills of VET teachers and trainers. In November 2018, Poland enacted
significant changes to its Vocational Education and Training (VET) system with the aim of enhancing
its quality and effectiveness, as well as restoring its prestige. The reform emphasizes increased
involvement of employers in all stages of VET and stronger collaboration between schools and
employers. VET teachers have undergone 40-hour training cycles within three years at companies
relevant to their field of teaching, except for those already employed in or operating companies
within the taught field. In Poland, there is a consensus on the necessity of continuous professional
development (CPD) for teachers and trainers. There is a growing recognition across Poland of the
need for VET educators to remain abreast of industry dynamics and evolving labour market demands.
CPD is integrated into school development and quality assurance processes. Higher education
institutions, teacher training institutes, in-service training institutions, national centres or agencies in
VET, non-state providers of adult education, VET schools, municipalities, companies, and teacher
unions all contribute to CPD offerings. Despite these efforts, the content of teacher CPD tends to be
supply-driven and unregulated in Poland. Without comprehensive monitoring or evaluation, there is
limited insight into the actual content of CPD programs. To address emerging competence needs and
ensure teachers are equipped with labour market-relevant skills, enhanced cooperation and
partnerships between VET institutions and labour market stakeholders are essential. There are
several Policies and strategic plans to improve the levels of knowledge and competencies of VET
teachers/trainers in Poland. The Vocational Education and Training (VET) Action Plan 2022-25
outlines measures to implement the priorities of the Council Recommendation and the objectives of

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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.