GreenVETers: Vocational Education and Training on environmental protection

We talked to Tessa den Bakker, the project manager of GreenVETers, about this initiative’s journey to introduce vocational students to the EU’s Green Deal and environmental protection.

What was the goal of the GreenVETers project?

We wanted to create an online training course and educational materials on environmental protection, energy efficiency, and the sustainable development goals (SDGs) for vocational education and training (VET) teachers and students. Essentially, we aimed to bring theoretical concepts about sustainability and environmental care to a practical, hands-on level for VET students.

What organisations participated in the project, and how were the roles distributed among the partners?

There were five main partners in total. A partner from Cyprus wrote the project proposal, introduced us to the others, and suggested roles based on each partner’s area of expertise. Our organisation, Pro Work, was mostly involved in dissemination and outreach. A Polish partner focused on advising sustainability to farm businesses. Another organisation in Portugal provided training. A Greek partner handled the technical aspects of the project. After an initial call, we all agreed it was a good strategic fit, as each partner brought unique expertise to various parts of the project.

How long did the initial planning and setup phase take?

It took around six to nine months to get the project fully underway. The initial phase involved a lot of coordination and discussions to ensure that we had the right network, resources, and connections to implement everything in our respective countries. Although this was a familiar topic for us, we needed to reconnect with organisations like schools and experts to make sure we had the necessary support.

Coordinating across different countries sounds challenging. How did you manage communication and meetings?

We had initially planned in-person meetings, with the rest held online. However, we learned from the pandemic that we could effectively manage the project with fewer physical meetings and more frequent virtual ones. So, we held monthly online meetings, for short check-ins, and quarterly in-depth sessions, where we discussed progress in greater detail. Regular, consistent communication was essential, along with having one main manager to oversee everything from start to finish. We also had team members who were committed to the project’s goals and a robust network to aid with dissemination and engagement.

Did each partner participate in creating the educational materials?

Yes, each partner was free to create materials based on their expertise. For instance, the Polish partner focused on sustainable farming practices. On top of that, we also had two Dutch teachers and an expert review the materials to ensure they met educational standards. This allowed each partner to contribute their unique skills and experience while ensuring the high quality of the end result.

What challenges did you encounter in presenting these topics to VET students?

Some VET teachers felt that these topics might be too advanced for their students. Other teachers were hesitant, questioning if these concepts fit into vocational training. To overcome this, and to understand their needs, we engaged with the teachers and students directly, asking for their opinions through interviews and Socratic seminars. We refined the materials based on that feedback, though during the pilot tests some teachers still found them somewhat too theoretical for their students.

How many schools participated in pilot tests, and were there any challenges in getting them on board?

Nearly each partner organised pilot tests in their own country. We worked with two schools in the Netherlands, and in total, I think around eight schools participated, as well as five or six organisations related to sustainable building. In the Netherlands, getting schools on board was particularly challenging, as teachers here want to see clear, practical benefits before adopting new content. We managed this by combining our project with another project related to using sustainable energy, which helped make the content more relevant and accessible for VET teachers and students.

What tools and platforms did you use to organise and distribute these materials?

We used tools like Genially for the learning materials and Miro boards for seminar discussions. Genially was particularly useful for creating interactive quizzes, which made the learning process more engaging for students. Our website was the primary platform to host all the content. For further distribution, all the organisations in our consortium shared it via their newsletters. For example, at Pro Work, we sent it to about 800 email addresses in our network. Additionally, we used social media and EPALE, the European network for adult learning. Altogether, I believe our combined reach was over 14,000.

What is the significance of teaching SDGs to VET students in particular?

It is essential to give vocational students a voice and show them their importance in sustainability efforts. They are the foundation of our workforce and can play a significant role in sustainability.

I was a VET student myself, and I remember well the feeling of not being smart enough, not significant enough compared to university students. I started with care work, helping older people in their homes and organising activities for them. And it was the recognition of the importance of my work that made me realise that I could do more, that I wanted to do more. I needed to learn how to present myself, how to move and inspire people, and how to be helpful to others.
I followed a path in communication, marketing, and media, and eventually, I earned my master’s degree.

So, from my personal experience, I firmly believe that projects like GreenVETers can help VET students feel valued and included, and inspire them to contribute to society in many meaningful ways.

Project Roadmap