Page 36 - t_en

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

The VET managers stated that, in an autonomous manner, they have started implementing
some actions they hope in the future can become integral part of a wider strategy to promote
a green mindset.
Up to now they have provided training workshops, seminars, and online courses for teachers
to enhance their knowledge and skills in green technologies, sustainability practices, and digital
tools.

RESEARCH CONDUCTED IN GERMANY
CONTEXT AND METHODOLOGY
No. of VET teachers/trainers 6
involved
No. of Managers of VET 2
organisations involved
Total no. of respondents 8
Profile of the respondents The respondents represent six VET trainers and two VET
managers with a diverse experience in vocational education
and training (some of them with more than 20 years of
experience, other with just a few years) and working in two
different VET institutions in Cham, Germany. The VET trainers
teach various subjects: ethic, soft skills, entrepreneurship,
etc.
Methodology adopted Online questionnaire
MAIN FINDINGS
According to the interviewed, both VET systems and VET teachers/trainers play pivotal roles in
achieving green and digital transition, finding their roles very or extremely relevant. As for the
VET systems, two participants generally perceive education as the key to a better future and
further development. Four interviewed motivated their answer more precisely – they see VET
systems as the main actors obligated to educate the young population and prepare them for
the labour market, along with challenges and opportunities that might arise concerning these
transitions. Moreover, one of the interviewed believes the topics of sustainability and
digitalisation are part of basic education and therefore should be taught from an early age as
they play important roles in professional world. An interesting comment from one interviewed
was also that deep awareness of such important issues could be especially strengthened until
the end of adolescence age. Furthermore, apart from the VET centres, the participants perceive
VET teachers and trainers as having a central “role model” function in educating young people
and raising awareness of environmental issues.
From the answers emerged that only two out of six trainers attended modules/courses focused
on green skills development during their studies – for one interviewed, it was a free seminar
lasting five teaching hours and for the other one, an elective subject “Sustainability” (6 ECTS)
during the Bachelor degree programme that lasted one semester. The other four interviewed
explained that, at the time, there were no such skills included in their path to becoming
teachers.
During their career, none of the interviewed had attended any training to acquire/update their
green skills. For four respondents, that kind of training activity is not foreseen for their
professional profile. One did not consider it interesting and/or relevant, even though it was

36
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.