Page 15 - EnviroVET_PR1_Best_Practice_Toolkit_EN

i
Alongside these new approaches, dentifying existing, transferable skills which
learners are familiar with and have already mastered, and can also be adapted into
green skills, provides a strong starting point, and gives learners a head start. Another

consistently highlighted best practice was to allocate additional funds (internal or
external) to support both new, innovative, and traditional forms of vocational
education and training to facilitate uptake and adoption of green skills.

Part 3: Case Studies

This third section presents a selection of case studies from within the vocational education
and training sector.

Table 2: Ecological farming and sustainable waste processing practices case study
Organisation context: 201-500 students
Overview of the best
Ecological farming and sustainable waste processing practices
practice:
1. Electricity is used only from its own solar power plants
2. After modernizing the boiler room and installing an efficient boiler,
biofuel consumption decreased by 1.2 times
Sustainable practices 3. Organic farming is developed (60 ha), i.e., no fertilizers are used, and
covered: the production is certified as "ECOLOGICAL"
4. All greens (grass, leaves, eggshells, etc.) are composted and then
fertilized in the flower beds
5. Household waste – sorted
Green skills and
competences N/A
applied/fostered:
Impact on leadership /
Significant financial benefits are obtained, funds are saved
governance:
Impact on pedagogical Teachers felt directly because of past spending on electricity, biofuels, and so
staff: on. , now used for the purchase of teaching aids and equipment
Students feel this directly, see. "in the teachers' column"- because of past
Impact on learners: spending on electricity, biofuels, and so on. , now used for the purchase of
teaching aids and equipment
Very complex/ difficult, as only one project received partial funding for 100 Kw
Challenges faced:
solar power plant and the school currently has three power plants.
Potential for wider Increase support for similar projects by prioritizing-installing for ones own
application: (budget), then receiving at least partial compensation.

Table 3: Organization of in-school and out-of-school sustainability programs (Creation Protection Work
Plan) case study
Organisation context: Technical Vocational High school
Overview of the best Organization of in-school and out-of-school sustainability programs (Creation
practice: Protection Work Plan)

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.