Retrofitting Green Elements into existing VET provision

<< Background >>The consortium applied for this project because its member organizations operate within the vocational education and training (VET) sector and share concerns about climate change, aligning with the European Commission's objective of achieving climate neutrality by 2050. Recognizing that a shift to more sustainable production and consumption practices requires tangible action, the partners understand that significant change can only occur through collective efforts across all sectors of the economy and industry. This transformation necessitates the development of a comprehensive set of new skills in the workforce, encompassing both technical expertise and soft skills. By applying for the RetroVET project, the partners aimed to contribute to this endeavour by imparting relevant knowledge, skills, attitudes, and values to VET institutions, professionals, and learners, thereby fostering the cultivation of a resource-efficient and sustainable society.<< Objectives >>By implementing the RetroVET project, partners wanted to contribute to the development and promotion of a green culture among VET establishments and to close the green skills gap between VET centers that have adopted green skills and those that haven’t. In addition partners wanted to develop a collaborative European Green Skills VET peer mentoring and performance improvement tool framework, capitalise on existing European vocational training networks multiplier structures and regional hubs to mainstream ICT skills change in VET centres across Europe. Moreover, the promotion and support for green skills learning was another objective of RetroVET project. << Implementation >>All planned activities were implemented, encompassing management, dissemination, evaluation, and results development. In management, bilateral agreements were signed, and AdminProject space created. A total of 4 physical and approximately 15 online meetings were convened, addressing consortium-wide and bilateral needs. Dissemination efforts included crafting a Dissemination Plan and materials such as logo, website, social media, leaflets, newsletters, press releases, articles, dissemination reports, and a sustainability plan. Evaluation activities involved formulating a quality plan and producing 4 reports every 6 months. Regarding Project Results, partners completed 7 activities for PR1, 4 for PR2, 6 for PR3, and 5 for PR4. For PR1, tasks included research, content, handbook graphical layout, translations, piloting, and modifications. PR2 involved technical specifications preparation, benchmarking guidelines development, technical build, piloting, and enhancements. PR3 comprised design and specification, stakeholder consultations, platform development, translations, piloting, and refinements. PR4 encompassed planning, content development, Facilitator eCourse creation, translation, piloting, and improvements.<< Results >>RetroVET produced the main tangible results:1. Best Practice Handbook2. Interactive Benchmarking Tool3. Platform & Matching Tool4. RetroVET Facilitator eCourseAlso other tangible materials were developed: dissemination materials (website, leaflets, newsletters, articles, press releases, presentations) and working materials including various plans, agendas, reports.RetroVET also produced intangible results which are:Amongst VET Centre Leaders: -Improved understanding and self-awareness of critical thinking and reflective thought -Improved understanding and self-awareness of the application of green skills relating to environmental and climate change issues -Improved personal development management and transversal skills -Increased quality of VET provision -Creation of better quality learning and training opportunities -Improved teachers’ green skills competency-Improved awareness and knowledge of the application of green skills in VET -Improved teamwork and collaborative skills and attitudes -Improved understanding of learner green skill needs -Increased understanding of future labour market requirements -Improved knowledge about how learner needs shape their learning experience -Improved ICT skillsAmongst VET practitioners and trainers: -Ready to use innovative green skills and knowledge teaching resources-Large pool of innovative shared resources within the educational community relating to green skills -Improved professional competences due to the shared experience within the community -Improved vocational competencies -Improved soft skills (emotional understanding, learner awareness, empathy) -Improved digital and ICT teaching skills and knowledge -Improved differentiation skills and knowledge -Improved understanding of learners' motivations and professional interestsAmongst VET learners: -Enhanced self-study skills and reflective thinking approach -Improved understanding of their own role as drivers and catalysts of environmental change -Improved understanding of the need to embrace innovative technologies and open education resources in own work -Personal empowerment, inspiration and improved capacity for green innovation -Improved long-term career and professional goal setting -Improved vocational competencies-Improved ICT skills -Improved self-awareness -Improved learning skills and knowledge -Improved green skills and knowledge -Increased knowledge and awareness of relevant OERs available for learner self-study -Enhanced employability, productivity and active participation in society