Page 5 - RetroVET_PR1_Final_EN

5. Financing the integration of Green Elements for existing VET centres
6. Green Elements case studies

After the best practices were gathered the most commonly occurring themes from
within the qualitative responses from the respondents of the questionnaires across the
7 partner countries were analysed to create a core set of best practices. These
commonly occurring best practices were then categorised into nine thematic areas,
which cut across all the green elements, and the different aspects of a green strategy
integration:

1. Policy and Governance
2. Sustainable Behaviour
3. Accurate Accessible Information
4. Education and Training
5. Promotion and Awareness
6. Professional Development
7. Future Workforce
8. Human and Financial Resources
9. Stakeholder Engagement and Buy-In

These themes are useful to be able to categorise key areas within the green strategy
integration and implementation process, but also will allow the consortium to develop
the benchmarking guidelines through which the second project result, the interactive
green VET benchmarking tool, will be developed.

List of Best Practices

Below is the list of best practices gathered through this document and analysis.

Best Practice Thematic Area
Present information in an accessible, easy to access Accurate Accessible
location for all staff and srudents. Information
Support students to keep up to date with green skills Accurate Accessible
policy, initiatives, and updates by sharing and
promoting relevant accessible information. Information
Capitalise on the green strategy by using it as a Accurate Accessible
platform to raise awareness of broader European and
global issues. Information
Consistently review and actively adapt vocational
education and training provision based on policy Education and Training
developments.
Draw inspiration from existing programs and
frameworks to adapt VET provision relating to learners' Education and Training
environmental awareness and green skills.

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.
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