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

the Osnabrück Declaration. Its main goal is to develop high-quality, relevant, effective, and inclusive
VET to prepare the workforce for the modern economy. The plan addresses national challenges and
objectives in VET, focusing on five key measures: implementing integrated skills strategies,
professional development of VET staff, enhancing career guidance, fostering cooperation at national
and international levels, and supporting modern VET and lifelong learning in regions. The National
Strategy for Responsible Development addresses socioeconomic barriers in Poland while
emphasizing sustainable development principles. It aims to increase income and promote social,
economic, environmental, and territorial cohesion through sustainable economic growth driven by
knowledge, data, and organizational excellence. Simultaneously, it focuses on socially sensitive and
territorially sustainable development, with effective state and economic institutions contributing to
growth and social and economic inclusion. In the realm of vocational education and training (VET),
the strategy prioritizes actions such as promoting VET to enhance practical skills, engaging employers
in curriculum development, and adapting teacher training to meet evolving industry needs,
particularly in the context of Industry 4.0 (CEDEFOP. European Centre for the Development of
Vocational Training, 2024). The establishment of Sectoral Competence Centres (SCCs) represent a
significant advancement in vocational education and training in Poland. These centres aim to
enhance the quality of vocational education by integrating various industries, employers, schools,
and universities. They will provide training opportunities for both youth and adults and facilitate the
professional development of vocational education and training teachers. SCCs will play a crucial role
in preparing and developing workforce in 120 sectors of the economy. By engaging representatives
from industries, vocational education institutions, and higher education, these centres will focus on
skill development tailored to the specific needs of each sector. The main objectives include providing
vocational training for students, promoting collaboration between educational institutions and
businesses, disseminating knowledge and new technologies, and offering career guidance. Key
activities of SCCs will include vocational training programs, preparation of new sector-specific
qualifications, professional exams, and training for vocational teachers. Additionally, they will
support innovation, eco-friendly and digital transformations, and provide career guidance services
for students and graduates. By establishing SCCs in various fields such as automation, robotics,
automotive industry, renewable energy, transportation, and food processing, Poland aims to better
align vocational education with the needs of the modern economy. Overall, SCCs represent a
comprehensive approach to vocational education and training, fostering closer collaboration
between education and industry to prepare a skilled workforce for the future (Ministerstwo Edukacji
Narodowej, 2023).

In Spain, VET (Vocational Education and Training) teachers and trainers play a crucial role in the
educational system. Continuous Professional Development (CPD) is essential for both VET teachers and
trainers in Spain to stay abreast of technological advancements and evolving educational
methodologies. CPD activities are designed to enhance technical, pedagogical, and transversal
competences. Participation in CPD is voluntary but incentivized through economic rewards and
opportunities for career advancement. These training activities must be officially endorsed to be
recognized, ensuring their relevance and quality. The CPD for VET teachers in Spain includes various
types of courses aimed at enhancing different aspects of their professional skills:

• Digital Competence Courses: Aimed at improving teachers' abilities to use digital tools and
platforms effectively for teaching and administration.

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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.