- 2022Implementation
- 2023Implementation
- 2024Completed
Background
The increasing fluctuations in the nature of required knowledge, and the need to fill gaps, in order to minimise the damage caused by decisions affecting the environment and nature, have prompted a more systematic approach to implementing projects that emphasise the importance of sustainability and support the green transition.
Further challenges that need to be addressed are the need for reinforcing the dialogue on climate change and low-carbon content in higher education and to support the development of competences needed for the transition to a low-carbon society.
Two programmes can illustrate part of the effort to address these challenges. The Climate goals and contents in education project was developed following the Ordinance on the Climate Change Funding Programme for the period 2022-23 (Official Gazette of the Republic of Slovenia, No 101/21, 44/22 - ZVO-2 and 49/22), which determines the financing of the project. And the Care for Climate project was launched on January 2022 and entrusted to the Institute of the Republic of Slovenia for Vocational Education and Training (CPI) by the Ministry of Environment in the scope of the Climate Change Fund and the European Life programme.
Objectives
The Climate goals and contents in education project, implemented by CPI, aims at:
- raising awareness and developing educational content on climate change as part of education on sustainable development in vocational education and training (VET);
- developing and introducing a holistic programme in VET schools;
- developing a system for implementing competences and contents related to sustainable development goals and achieving climate goals in vocational and technical education;
- establishing demonstration schools or practices in VET;
- providing guidelines for the implementation of a holistic programme in VET and new approaches supporting the transformation of educational institutions or organisations towards sustainability;
- updating the existing national guidelines on sustainable development in education and identifying the key sustainability competences for occupational standards in all professional fields;
- developing good examples of inspiring practices that could be presented to a wider audience in cooperation with the schools.
The Climate goals and contents in education project aims at implementing the measures of the Resolution on the National Environmental Protection Programme. It also supports the implementation of the objectives of the European Green Agreement, the 2030 Agenda for Sustainable Development and the 2050 Resolution on Slovenia's Long-Term Climate Strategy in education. For VET, the project supports the implementation of the Osnabrück Declaration and the Council Recommendation on VET.
The objectives of the Care for climate project are:
- adding professional content on mitigating and adapting to climate change and related sustainable development goals as a basis for occupational standards on selected professional areas;
- empowering higher education stakeholders to include professional content on mitigating and adapting to climate change and of sustainable development in professional standards and higher education programmes.
Description
The key activities of the project Climate goals and contents in education are:
- preparation of a model for identifying occupational competences for sustainability;
- work with 15 schools and guide them to become 'sustainable schools' on three levels: institutional, educational and with relevant activities within their local community (encouraged to cooperate with community-based local leaders, families, as well as non-governmental and private sector actors).
An important factor contributing to success of this project is the highly motivated school managers and teachers, who participate in the project, and are keen on further professional developing of their knowledge of sustainability as well as of their knowledge of different teaching techniques needed to teach climate change and sustainability. Teachers are key actors in facilitating learner transition to sustainable ways of life. Another factor contributing to success is that a wide variety of experts in climate change and sustainably are participating in the project.
To measure and collect information on the outcomes of the project an evaluation of the holistic programme in vocational and technical education is being conducted throughout the project.
The partners in the project are Ministry of the Environment, Climate and Energy, the Ministry of Education, the Institute of the RS for VET, the National Education Institute (ZRSŠ), the Slovenian Institute for Adult Education...
The key activities of the project Climate goals and contents in education are:
- preparation of a model for identifying occupational competences for sustainability;
- work with 15 schools and guide them to become 'sustainable schools' on three levels: institutional, educational and with relevant activities within their local community (encouraged to cooperate with community-based local leaders, families, as well as non-governmental and private sector actors).
An important factor contributing to success of this project is the highly motivated school managers and teachers, who participate in the project, and are keen on further professional developing of their knowledge of sustainability as well as of their knowledge of different teaching techniques needed to teach climate change and sustainability. Teachers are key actors in facilitating learner transition to sustainable ways of life. Another factor contributing to success is that a wide variety of experts in climate change and sustainably are participating in the project.
To measure and collect information on the outcomes of the project an evaluation of the holistic programme in vocational and technical education is being conducted throughout the project.
The partners in the project are Ministry of the Environment, Climate and Energy, the Ministry of Education, the Institute of the RS for VET, the National Education Institute (ZRSŠ), the Slovenian Institute for Adult Education (ACS) and the Centre for School and Outdoor Education (CŠOD).
All partners share the same vision: to develop a holistic approach in the form of a programme that supports awareness of climate change in the context of education for sustainable development in their own field (e.g. Slovenian Institute for Adult Education for adult education).
The Care for Climate project is divided into three work packages:
- drafting a base document about the definition of competences for sustainable development and mitigating climate changes;
- developing nine models for embedding key competences for sustainable development in selected professional fields/sectors at level 6 of complexity.
- developing guidelines for the integration of professional content on climate change mitigation and adaptation and sustainable development in occupational standards and higher education programmes.
The project Climate goals and contents in education completed the following actions.
In June 2022, 15 schools were selected to participate in the project. A first version of guidelines for 'sustainable schools' was developed and forwarded to schools participating in the project. Based on these guidelines, schools prepared action plans to become more sustainable. More specifically, schools prepared at least one example of good pedagogical practice for education for sustainable development and a relevant investment proposal (e.g. replacement of lamps, arranging the classroom in nature). Three training exercises for teachers were conducted: defining sustainable development; education for sustainable development; and pedagogical approaches for education for sustainable development. A methodology for constructing a model for identifying occupational competences for sustainability was developed. More specifically, according to the agenda 2030, the basis for identifying occupational competences for sustainable development and climate goals was prepared. 10 key fields for these needs were identified: energy, transport, natural resources, raw materials and products, waste, eco-design, social responsibility and active citizenship, construction and business.
The following developments took place in the project Care for Climate.
The first work package of the project was completed with the preparation of content in January 2023. The second phase continues with supplementary sector-specific sustainability content. The content preparations so far refer to defining the basis for the definition of competences for sustainable development and mitigating climate changes, and developing nine models for embedding key competences for sustainable development in selected professional fields/sectors at level 6 of complexity.
In 2022 a call for proposals was published, inviting experts knowledgeable on the specificities of selected sectors and their impact on sustainable development and climate change issues to apply. The experts are requested to help identifying occupational standards for sustainable development and climate goals within different sectors. In cooperation with the experts, a base document, which introduces guidelines to the framework for the integration of competences for sustainable development into occupational standards, has been developed. This framework describes the so-called 10 areas of sustainability that cover the social, economic and environmental aspects of sustainability. Based on the descriptions of the areas of sustainability, knowledge, skills and competences that enhance sustainability awareness have been developed.
Climate goals and contents in education
Experts working on the project defined the concept of education for sustainable development and discussed it with a broader audience. The aim is to introduce a whole-school approach to education for sustainable development, supporting the objectives of the European Green Deal.
The project provided schools with various training sessions on climate change, sustainable development and learning approaches to enhance knowledge and teaching in these areas. Key activities included:
- Lecture on the Climate change is changing the role of education: challenges and opportunities.
- Workshop on Measuring Sustainable Development.
- Workshop on Developing Sustainability Competences in Education.
- Training on the importance of sustainable food production and processing .
- Training on"Social Responsibility and Sustainable Development",
- Workshop on"Systems Thinking in Education"
- Workshop on"Sustainable Mobility"
- Workshops on practical aspects of sustainable development and climate change:
- A lecture on Energy: supply and (careful) use
Two publications were prepared: ,Towards sustainable products or services, and ,Contributions to understanding sustainability in vocational education and training,.
The project concluded with a final conference in September and ended in October 2023.
The Care 4 climate project saw the following developments:
Experts developed 34 competence frameworks to incorporate sustainability-related knowledge and skills into vocational standards. The frameworks were designed in cooperation with sectoral groups of social partners and published in ,A set of competency frameworks for knowledge mapping and skills in sustainability and climate change mitigation in vocational standards and educational curricula,.
As part of the Care4Climate project, the manual, Contributions to understanding sustainability in VET, was published. It is already being used in the revision of vocational standards, integrating sustainable competences based on its guidelines.
The project concluded in March 2024.
Bodies responsible
- Slovenian Institute for Adult Education (ACS)
- National Education Institute (ZRSŠ)
- Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
- Ministry of Education
- Ministry of Environment, Climate and Energy
- Centre for School and Outdoor Education (CŠOD)
Target groups
Learners
- Learners in upper secondary, including apprentices
Education professionals
- Teachers
- School leaders
Thematic categories
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category refers to initiatives where VET institutions or companies providing VET not only ‘teach’ about environmental and social sustainability but implement green and sustainable principles in their physical infrastructure, e.g. using renewable energy, applying organic agriculture on their premises, recycling, using learning and training materials sustainably, etc.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category is in line with the EU policy focus on the green transition and sustainability, and refers to professional development and other measures to prepare and support teachers and trainers in raising learners’ awareness of the green transition and sustainable development, and teaching and training them on skills necessary for the green transition. It also covers the development and availability of tools and resources on sustainability and green transition for teachers and trainers.
European priorities in VET
VET Recommendation
- VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
Osnabrück Declaration
- Sustainability - a green link in VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Projects supporting the green transition in VET: Slovenia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/45054