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Thematic areas of objectives when implementing
a Green Strategy
Policy and
Future Workforce Governance
18% 7%

Professional
Development Sustainable
4% Behaviour
25%
Promotion and
Awareness
29%
Education Accurate
and Accessible
Training Information
14% 3%

Most respondents had the intention to provide guidance on how to work and act in a
sustainable way – a fundamental part of the ensuring the success of a green strategy.

Within the area of education and training, respondents expected the green strategy
would incorporate sustainability in training activities, facilitate green skills and
environmental awareness, activate educational processes that stimulate a new pattern
of thinking. These objectives were applied to all stakeholders within VET centres. Other
motivations were to support wider personal development and growth and enhance
existing green skills of both learners and VET practitioners.

Objectives linked to the future workforce and green jobs covered included being
responsive to current and future social, economic, and environmental challenges and
to provide a clear pathway to future jobs. Some responses referred to gaining a
competitive advantage within the VET sector.
Relating to the theme of policy and governance almost all respondents had the
objective to align with national and European sustainability strategies as well as the
United Nations Sustainable Development Goals (SDGs) and contribute to the
sustainable and environmental targets.

The motivations around promotion and awareness of environmental and sustainability
issues were broad. Institutions intend to raise awareness and promote positive
behaviour among learners and encourage an inclusive and holistic outlook in analysing
problems and identifying answers to cross-cutting environmental and vocational
training issues by supporting VET centre staff and learners to feel involved in European
and national policy initiatives. Other respondents cited positive behaviour changes
among stakeholders and the creation of a call-to-action around sustainable
approaches and the environment.

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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