Page 19 - EnviroVET_PR1_Best_Practice_Toolkit_EN

Table 8: Flexible training delivery

The Xavier Professional School of Valencia, a non-profit organization, is an
educational centre of social initiative, under public funding to ensure free or
financial aid to avoid discrimination for economic reasons. We try to integrate into
Organisational Context:
the school world those people who have fewer possibilities, avoiding any
discrimination based on social class, economic situation, religious practice,
political affiliation, or intellectual level.
The organization offers training formats to stimulate reflection on one's own
Overview of the best
sustainability behaviour and promote competencies for specific sustainable
practice:
development regarding their own industry´s interest.
Sustainable practices Workforce and leadership, Sustainable delivery, Travel and transport, Food, and
covered: nutrition
Green skills and competences
Not provided
applied/fostered:
According to the responses, t can be noticed that it didn´t have a noticeable
i
Impact on leadership
impact. There were simply changes n the organization in terms of new content
i
/ governance:
and personnel selection.
The qualify their vocational training staff to be role models for sustainability (e.g.
Impact on pedagogical staff:
through awareness raising or pedagogical and experimental approaches).
Impact on learners: These new practices continue to have a positive impact on training.
The integration of new modules, as well as the qualification of teachers, proved to
Challenges faced:
be complex. However, they have all adapted quickly.

There is still much room for improvement in both university and vocational
Potential for wider training, although there are a few clearly aligned curricula. In the coming years,
application: these plans will need to be better oriented. It is also essential to advance in
parallel in the deployment of programs for the adaptation of workers.

Part 4: Facilitating green skills and knowledge

The best practices highlighted from stakeholder responses ncludes three general themes
i
with key activities falling within them.

1) Communication and promotion, which includes talking about green skills and
explaining that green skills and existing key skills and competencies are not
completely different and share significant overlaps. Efforts to educate naysayers and
sceptics is important to support wider adoption and ensure value is placed in green
skills and overall environmental and sustainability goals - evidence-based examples

and relatable case studies can support this approach. This can also be linked to local
and regional examples which highlight and are linked to national and European level
green strategies and plans, which significantly raise the level of awareness and
knowledge of students about climate change and its potential impact on the world.

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.