“Thank you industrialization. Thank you steel mill. Thank you power station. And thank you chemical processing industry that gave us time to read books.” (Hans Rosling)

While in today’s environmental climate in which many are clamoring to show how “green” and “environmentally friendly” they are, there has been a growing pseudo-disdain for those working within VET. It’s true, within mining, maritime, energy and industrial production things get downright dirty, but who can set aside their washing machine, mobile phone, winter tyres, summer trip or selection of fish for tonight’s dinner? The fact of the matter is that we rely on these industries for our comforts. This project proposes to go close to the grassroots of the matter and investigate what educators within the VET sector need in order to meet the needs of today's changing environmental climate, and explore what tools are available to facilitate a shift towards more sustainable teaching methodologies. In other words, a fourth R is required for the creation of sustainable environments: REDUCE, REUSE, RECYLE AND RETHINK. The RETHINKING needs to take place within VET classrooms, workshops, training centres, field, wherever the practical activity takes place. Educators and other role players within VET are in urgent need of opportunities to RETHINK, REVIEW AND REVISE curriculums. This project proposes to do this in a very practical, and user-friendly format, the “GREEN SHIFT TEACHING HANDBOOK”, which proposes to offer modules with guidelines, practical examples and resources for those working in VET.

Background

The participating organizations in this project proposal have a well-established record of past cooperation. Motivated by previous initiatives, we have come to identify a common focus area that presents specific needs. As providers of VET, we have noticed that in regards to policies that promote green growth, climate change and sustainable development, oftentimes these changes are faster than most can keep up with. This can become frustrating, demanding and challenging for educators who are keen to apply the relevant knowhow, competences and skills to be able to implement and promote these in real practical everyday situations, but then realise there are gaps. Current curricula, text books and manuals have insufficient real handson examples and tools. We propose to identify those gaps at participant level (educators), organizational level (administrators) and regional level (Nordic), and create practical tools that can be used to guide, support and facilitate the creation of a “Green Shift Teaching Handbook”.