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Action plans for further development

Based on all the experiences and Good practices of the PROGRESS project all partners developed an action plan for further development of their own school. All partners were very positive about all the inspiration and ideas the project has brought them.

This is a summary of all these innovative and ambitious plans. We wish everyone every success in realizing these plans!

CIFEA de Molina de Segura

The CIFEA de Molina de Segura’s action plan is designed to address the challenges in the agricultural sector, including the need to attract young people with skills in new technologies, promote sustainability and environmental protection, and make agricultural activity more attractive for students from urban areas. The plan includes four objectives which are differentiated into four levels: regulated training, continuous training, networks and associates, and green skills development.

The first objective aims to stabilize enrolment numbers at lower EQF levels, promote gender equality in classrooms, establish an age group of students between 18-26 years, offer more online courses and activities in digital format, direct school activities to principles based on sustainability and environmental protection, and attract foreign students. In addition, the objective includes developing modular vocational education and training and attracting students from urban areas.

The second objective focuses on continuous training for adults and training for employment, aiming to increase the number of female enrolments, incorporate environmental aspects in training for adults, recognize competence units in adults, and expand the dissemination of certification processes.

The third objective aims to strengthen the development of Erasmus+ projects and participate in international cooperation projects with non-governmental organizations, develop values of social solidarity through blood donation campaigns, sensitize against gender violence, and strengthen relationships with business associations in the sector and professional agricultural organizations.

The fourth objective aims to contribute knowledge about sustainability and environmental education, develop green skills and increase technical knowledge, and improve the dissemination of training offers.

The action plan is designed to be measurable, and indicators have been defined to monitor progress towards the defined objectives.

Savonia University of Applied Sciences

Objective of the action plan: To attract new target groups, especially international students and immigrants, and equip students with the necessary skills for the changing work life.

Tasks and Activities

  • Marketing and outreach efforts through various channels, including social media, to attract new students
  • Up-to-date and interesting study plans that follow changes in society and working life, with input from working life partners and RDI-projects
  • Creating unique and attractive facilities, such as a green campus and living labs, to appeal to students
  • Implementing different pedagogies, including day, blended, and hybrid learning, with proper tools and skills for online teaching and more interactivity in lessons
  • Motivating students through interesting lessons, assignments, and projects, as well as improving guidance and counseling services
  • Focusing on practical training periods and developing practical skills, and improving the skills of teachers and RDI staff
  • Ensuring quality in all aspects of the education program.

Green Academy

The Green Academy in Denmark has developed an action plan to anchor the results of the Progress project over the past three years within the organization. The main objective is to focus on primary school pupils who are considering choosing an ordinary high school and show them the benefits of the vocational upper secondary education (EUX).

The academy aims to attract approximately 90 students directly from primary school, with at least 30 of them choosing the vocational upper secondary education. Additionally, they plan to maintain the annual intake of students who do not come directly from primary school at around 200-220 students.

The academy intends to achieve these objectives by involving as many students, teachers, and staff as possible in different projects, both at the national and international level. They are working closely with different stakeholders such as government representatives and small-medium enterprises to create a synergy in project management. The academy is also focusing on e-learning and digital projects, student mobility, and developing modern facilities with a focus on sustainability.


Yuverta is the largest secondary and vocational trainer in Europe in the blue-green domain, with 36 secondary schools, 20 VET locations, and thousands of professionals trained every year. The institution’s mission is to train people for a profession in the blue-green domain and for an independent existence in society, specifically for tasks such as making agriculture more sustainable, improving biodiversity and nature, animal welfare, sustainable urbanization, health and lifestyle, increasing the quality of water and water management, reducing waste flows, energy transition, and climate. Yuverta aims to actively contribute to a sustainable world and the realization of the Sustainable Development Goals.

Yuverta faces the challenge of attracting new target groups, particularly in urban areas, to its green education programs. The institution plans to achieve this by changing its image from agricultural education to a school with a broad offering on topics that are interesting and important to students from this decade, topics that can lead to meaningful careers and a better life for all.

To achieve its objectives, Yuverta has set overall goals, such as 80% of Yuverta’s stakeholders taking part in the realization of at least four SDGs within their region, and the integration of SDGs in all curricula to the experience of 80% of all its students and other stakeholders. The institution has also created an impact strategy on sustainability by breaking down the broad theme into smaller parts, so everyone can oversee and play a part.


Terra, an organization that has organized itself into a team-centered approach, wants to incorporate the Sustainable Development Goals (SDGs) into its curricula and pedagogy, by installing a practorate called ‘Entrepreneurial learning with and from the SDG goals’. The primary goal of the practorate is to provide inclusive and high-quality education while striving for equal opportunities for lifelong learning for all, in connection with the regional environment, in line with SDG 4.

The practorate aims to conduct research using the ‘whole school approach for sustainable development’ and investigate how the SDGs can be incorporated into the curricula, pedagogy, and didactics of the institutions so that every student can gain experience with and knowledge about them. The research also focuses on how business operations, professionalization, and the environment of the institutions can create a learning climate to achieve this goal. The practorate hopes to attract another category of students who were not previously interested in green education by collaborating with a grey education institute.

News The Netherlands

Visiting Terra in The Netherlands

We start at 8.00 AM in the Terra school in Meppel. The director welcomes everyone and briefly tells something about the building and its residents. According to the agenda, we then start with the presentations of the action plans, based on the results of our PROGRESS project. Everyone is impressed with each other’s plans: what beautiful, well-thought-out plans. After the presentations we quickly walk to the greenhouse where colleague Klaas tells a story about the bees that have found a place in a beehive on the school grounds since last year. Usefulness and necessity! The bees are part of the living garden that the students work on together. They too are increasingly recognizing the need for it.

The 18 added values of the Living Garden and the Living Public Space are divided into 4 pillars: PEOPLE, NATURE, CLIMATE and BUSINESS. The point is, that the student understands that, for example, by paying attention to the issues of temperature, water or air quality, one can make a contribution to the climate. 

We drive to Glimmen to get a tour in the Food Forest. Two sisters tell about the origin of the food forest and what can be found there and what is also edible. We taste a cup of tea of herbs from the forest and get a snack, also a product of the forest. A food forest produces food on the basis of the ecological principles of a natural forest. Built up in seven layers, a wide variety of natural and vital food is created from a fertile soil. Due to the wide variety of species and biotopes, a food forest contributes to nature development and biodiversity. Care for nature and soil life results in a healthy ecosystem. A food forest combines food production with nature. It is a human-designed self-sufficient ecosystem. In the long term, it can provide large groups of people with an abundance of honest products. One can find everything that grows in a forest: trees, shrubs, climbers and creepers. Especially perennial, edible species. Depending on the season, the harvest varies from various fruits, nuts, seeds and vegetables, to roots, tubers, stems, edible flowers and leaves. And of course mushrooms and honey. Everybody is enthusiastic and full of ideas for their own situation: at home, at work, there are plenty of possibilities to create a (tiny) food forest too.

After this visit we have lunch near a lake – a pity the weather is not too good.

In the afternoon we visit DonkerGroen in Groningen. DonkerGroen is a very versatile green company. They offer a wide range of services and products regarding the design of indoor and outdoor spaces

  • Realization and maintenance of outdoor greenery
  • Designing green and healthy indoor spaces
  • Construction of sustainable and circular playgrounds
  • Substrates for public space

Their vision: “We believe in the power of green. A green environment creates space, gives energy and contributes to a healthy and positive life. That is why it is becoming increasingly important to design indoor and outdoor spaces sustainably. That idea has been rooted in our DNA since the foundation of our company. We realize green and healthy indoor and outdoor spaces. We design, realize and manage these experiences based on 60 years of experience, fit and craftsmanship.

DonkerGroen produces substrates for public spaces and customized substrates for growing space improvement; from roof gardens, public gardens and city parks to sports fields and parking spaces.  We visited the playground of a school for visually impaired children where this company has built, planted and developed a lot. They are also designing several playgrounds in a sustainable and circular way. They install natural playground equipment and green schoolyards that challenge children to use their creativity and play together. They are also very creative when it comes to draining excess rainwater. We saw inspiring examples in and around the city of Groningen.

We closed this inspiring day with a dinner together in the center of Meppel.

The second day we leave at 08:00 hours to go to Sunrise Stables, the equine department of Terra, in Assen. We organise the Multiplier Event of our project. We invited all colleagues of the participating Dutch schools, all coordinators International of the Dutch Green and Grey schools and our network. There were … people attending the event.

We started the program with an introduction of the project (see ppt in Dropbox). After that, all partners showed and told about their Best Practice (see ppt’s in Dropbox and the report of the Multiplier Event).

After all presentations, a discussion with the audience was started. Because it was an almost totally international group, we were curious about the student numbers: increasing or decreasing, the sustainable activities of their schools, their own interests in this subject. Very interesting.  

After a joint lunch, we left for the SuikerTerrein/ Sugar terrain in Groningen. The knowledge workplace for the green sector. Our innovative and sustainable approach to outdoor education offers unique opportunities for personal growth and professional development. The Terra Sugar Terrain is a unique place in Groningen with a special history. Terra develops education here that fits the agenda of the city. Important aspects such as participation, employment and social sustainability are stimulated. That all happens by the people of the Innovation & Collaboration Team.

Terra believes that innovation is the key to growth and development. Terra focuses on the broad green sector and drives innovation towards a green future where there is room for people, animals, nature and economic progress. We do this by working together with partners and experts in this sector. Together Terra creates education for their pupils and students so that they can use everything they have learned to work and make an essential contribution to the society of the future.

What that looks like?

Terra works on projects that fulfil their objectives. Projects are:

– Green is art

– Green in the classroom

– The green living environment

– Urban farming

– Ancient varieties and crops

By working with projects, Terra creates ‘breeding grounds’ where students, lecturers and the business community can experiment together. Education then takes place ‘outside the school’, in an inspiring environment. Finally, Terra believes it is important to develop students and employees at an international level. Internationalization is therefore an important part of Innovation&Collaboration Team.

We see examples of what can be done with sheep’s wool. What you can make from discarded old jeans. How you can reuse ‘old stuff’ by first cleaning it, then pimping it or giving it another function (pants become bag, jacket becomes skirt). That you can dye clothing or wool with paint that is made from plants and is therefore not polluting or harmful to the environment. What creativity and possibilities!

We walk on this wonderful piece of land near the city and arrive at a Yurt. A place to meet, brainstorm or just chill. This Yurt is next to a number of Tiny houses under construction. These are built by architecture students, are decorated by interior design students, get green roofs by Terra students, as well as vertical gardens that will be built there. What a special collaboration! A little further on we see the skeleton of a drome made of Azobe wood that has been in the water for ages. Now it can be re-used by editing it. The wood is rock hard but can be worked and bent. The round shape was created by means of smart, open connections.

We have a drink together, sign the certificates and fill in the evaluation forms, before we return to Meppel to have the last diner together. We discuss that we will organize a final digital meeting for the last loose ends.

Two days is short but we used every hour of it – a good experience that provided us with new energy and ideas on sustainable and innovative subjects.

Thanks to all for a very pleasant TPM!

Countries Curriculum & Program The Netherlands

Protected: SDG projects at Noorderpoort College in The Netherlands

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Countries Curriculum & Program Good Practices The Netherlands

Field beans Terra project

The field bean is an old crop that is currently very popular with growers in the province of Groningen. However, it is not widely used for human consumption, although it is possible. Terra’s students got to work on it. The beans are grown at the Suikerterrein in Groningen, among other places, which is also a learning environment for Terra students. They were right on top when the beans were harvested and dried.

Sustainable crop

The field bean has many advantages. They contain a large amount (more than 27%) vegetable proteins. And the field beans retain the nitrogen in the roots, so it does not end up in the soil. The cultivation of the field beans improves the soil and biodiversity.

Protein transition

If people eat more broad beans, they get vegetable proteins and they no longer need to get their proteins from animal products. This means fewer animals are needed and CO2 emissions will be reduced.


Many field beans are still used for livestock farming. That is a shame, because many of these beans can also be used for human food. The students were commissioned by the Toentje Foundation to make a tasty end product. This ensured that the products end up at the Food Bank.

The result: a gluten-free pasta, pizza base and a dipping sauce. The students took a good look at the different target groups for the products, these are very suitable for use!

Cooperating parties:

  • Toetje Foundation
  • The food bank
  • Terra Groningen

With the flour of the field bean you can make surprisingly tasty products. The Terra students discovered this during their very first project assignment. The problem for which a solution was sought was an issue surrounding the field bean. What can you make from the field bean, pure or grinded? The students were given five weeks to think about it, make a prototype and design a packaging with a flyer. In good spirits, three groups of students set to work with the ‘Design-Thinking’ method. Some products turned out not to be the right choice and students simply started experimenting again. Ultimately, a prototype field base (pizza), a dipping sauce and a pasta were developed and presented to client Jos Meijer van Toentje, the social vegetable garden in the city of Groningen. But of course much more can be made from field beans and field bean flour. Students submitted their solutions for the Impact Prize of Groenpact. They were all nominated! And on March 4, 2021, the redeeming answer finally came. The students won the 1st prize, a cash prize of € 2500.00. Together with the students, we devise a good destination for this amount of money. They are thinking about improving the prototypes and scaling up the products.

We have now grinded more than 300 kilos of field bean flour and students pack this in sealable bags, make a label and a logo. They are now trying to sell the flour during an alternative internship. Not all students have been able to find a good internship, which is why we came up with this project. All courses are reflected in the project. Students go through the various work processes with an external supervisor.

First of all, the students have now gained experience in promoting their product in Ekoplaza Drachten. There the students were given a presentation table to present the flour. “It went like a train, customers were very enthusiastic,” says Elina, who was working in the Ekoplaza. Now the next step is looking for more companies to get sales done. If successful, the students can educate farmers so that they start thinking about growing differently.

The students also came up with various recipes and put this into a recipe booklet. This link will take you to their online recipe booklet.

This way of entrepreneurial education is typical for Terra. Collaborate with the real, working world. Receive assignments from entrepreneurs and governments who develop the students in project groups. The themes vary according to the field of study. Field beans project was an assignment for the students of the Food, Life & Innovation program.

This way of entrepreneurial education is typical for Terra. Entrepreneurs and governments provide assignments or issues to the students, which they then carry out in project groups. The students must link each project, each assignment, to one or more SDG goals. A very good way to raise awareness among students and teachers. The themes vary according to the field of study. Field beans project was an assignment for the students of the Food, Life & Innovation program.

Further information

Countries Curriculum & Program The Netherlands

Anchoring Social Circular Economy Attitudes in VET (SCE-VET)

Educational institutions at all levels must take an active role in raising social awareness about the effects of climate change and the need to implement actions aimed at redirecting the trend of environmental deterioration because of the various actions of humans.

SCE-VET has an innovative approach for promoting a change of attitude and to favor the incorporation of measures and actions of CE, environmental sustainability and social responsibility among the target groups and stakeholders. There is a link between products and social issues.

The most relevant horizontal or sectoral priority is the environment and fight against climate change.

And additional priorities are :

  • Adapting vocational education and training to labour market needs;
  • Contributing to innovation in vocational education and training.

The concept of SCE is linking the principles of the CE with social enterprises, giving the right conditions to foster innovation and creativity, for a society with solutions to meet societal, environmental and economic needs.

Are you interested? Please download the presentation of SCE-VET.

Countries Marketing & Communication The Netherlands

It doesn’ t have to be that complicated….

In mid-March we, Minke Schepers, Marketing and Communications department of Terra, and Evelien Kist, paid a visit to the province of North Holland for a meeting with a director of a pre-vocational secondary school of the Vonk College. I came to the address because of the excellent network EUROPEA, both at home and abroad. I had plotted the demand for successful training/growing educational institutions and a few colleagues responded. This was number 1 on the list and all the way in North Holland!

This school in Purmerend is a Pre-VET school with “green” practical subjects”. In the practical lessons they work with plants, animals, flowers, food, nature & environment and indoor and outdoor styling. Of course, information science, technology & technology and green entrepreneurship are also part of the practical program. In the whole of Europe (Weidevenne), the Vonk College Purmerend has a “green shop” where students can do an internship in a real business environment. A visit to the flower and plant auction in Aalsmeer and a green wholesaler are also part of this. Their motto is therefore: “Green: the basis for a colourful future”.

The school offers high-quality education from a professional organization, in which pupils and students are challenged to get the best out of themselves and does this by making the (learning) conditions as optimal as possible. The Vonk College is the first to reach employees, students, parents and the business community thought when it comes to good education because it:

• offers a safe and stimulating learning environment;

• challenges everyone to get the best out of themselves;

• cooperates with parents, the business community and other stakeholders in the region;

• is a professional organization with a modern personnel policy, and

• is characterized by transparency, responsibility and quality awareness.

The core values ​​of the Vonk College are involvement, quality and fun.

It was a real pleasure to talk to the director, Mr Kees Schilder. He told about ‘his’ school with enormous enthusiasm and warmth. About the difficult years at first and then the enormous growth that was almost impossible to keep up with. But where does such growth come from?

What is striking, is that the school makes little or no advertising. No Marketing and Communications department, no expensive advertising agencies. No, the advertising is provided completely free of charge by the students and their parents.

The school delivers quality. Much attention is paid to the individual student. So that works! A student who feels seen is comfortable in his own skin and in this way contributes to a pleasant atmosphere. And, very important, it advertises the school spontaneously and selflessly.

The school in Purmerend touches some of the 17 sustainable development goals: 4. quality education and 3. good health and well-being but it is not something the school is consciously concerned with. When you ask about sustainability, you actually end up with the relationship with the immediate neighbors.

What PROGRESS can use as Good Practice is actually nothing more or less than ensuring that you are known as a school that provides constant, high-quality education. Sustainability then actually lies in the continued existence of the school with sustainable relationships with the outside world. The other SDG goals come into play when everyone is aware of their necessity. How ‘simple’ can it be!

Building & Business operations Countries The Netherlands

Terra is going to collect circular waste

Terra stands for a clean and sustainable living environment. We are therefore working towards a new way of waste collection that is in line with our green identity: smarter and cleaner collection: waste separation starting from school year 2022-2023.

In a circular economy there is no waste and products and raw materials are reused over and over again. The waste is the new raw material. That is why, in addition to paper, we are now also going to separate PMD (plastic packaging, metal cans and drink cartons), residual waste and Swill (organic waste) at our schools. In order to be able to collect this waste separately, different bins are needed to collect the different types of waste. We get so-called environmental streets for this. These are several garbage bins next to each other for the various types of waste. The recycling centers are placed at strategic places in the school. This means that all current waste bins will disappear.

A ‘waste team’ is formed per location to supervise the implementation of waste collection. With the pay-off ‘From mess to beautiful, can you help?’ we want to encourage everyone in the school to separate waste as well as possible, so that it can be used as a new raw material. In this way we can really make a difference together.

Countries Curriculum & Program Professional Development The Netherlands

The Inner Development Goals

Personal development is the precondition for social change. The shift to a more sustainable school can only be realised if managers, teachers and students have the right competentces to make that shift.

The Inner Development Goals show what inner shifts and human growth need to happen in order for us to increase our chances of reaching the SDGs.

They cover 23 skills into 5 categories and can be very helpful to identify the skills teachers and students need to learn.

The full introduction to the framework – Download

Introduction film Inner Development Goals

Countries Marketing & Communication The Netherlands

A get together with a Belgian green school

A Good Practice by Sophie van Kasteren

In november 2021 I initiated a first time meeting with a deputy director from a green school 10 kilometers away from where I live. I work as a marketer for Yuverta in The Netherlands, but I live just accross the border in the north of Belgium. We have no Belgian participants in our project and I was curious to find out how the Belgians promoted their green schools and whether sustainability is something they promote.

I was welcomed by Peter Ceusters, the deputy director who was in charge of the Agro and Biotechnology department of the school. I introduced myself and Yuverta and told him about our program PROGRESS and our goals. The educational system in Belgium differs from the one in the Netherlands. But we both educate young people from 12 till 20+ years old. Sint Josef offers secondary and vocational education, just like Yuverta does. The organisation Sint Jozef belongs to, consists of 6 schools of which 5 are located in Geel and 1 in the neighbouring village of Kasterlee. Next to secondary and vocational education they offer kindergarten and primary schools too.

What about marketing?

Before our meeting I studied the website of Sint Josef ( ). And the content did not differ very much from what we do at Yuverta. It was informative, showed some videos with students and they organise a open house now and then. You were able to download any brochure you like and you did not need to give any information about yourself. No marketing cookies where given. I had the impression that marketing tools were not such a big deal for them.

Peter was interested but also a bit shocked when I told him that we at Yuverta have a marketing department of 50 people for our 53 schools. Marketing is not a big issue at his school, nor at other schools in the region. They do not need a marketing department like we need in The Netherlands. We talked about attracting new students. In The Netherlands we compete with other schools to promote the education for our green industry. Young students need to make a decision about what occupation they want and what school to go to. The schools for vocational education compete to attract them to their events and information sessions. Many industries promote choosing for education that prepares students for a job in their field of expertise. E.g. the Dutch technology industry invests heavily in campaining for schools. Our green industry is relatively small so we do not have that kind of money to spend in order to attract our students. But we need to get heard.

Peter told me that for Sint Josef their reputation as a school for Agro and Biotechnology is most important. They are situated in a rural area with many farms and many families with sons and daughters who decide to go to the same school family members go to or went to. So endorsement is the most important way to get the students they need. But he told me that they did not invest heavily in helping people to tell their story for them, nor in marketing. It was more like “we send out information via our website or via other schools and we will wait and see. People who have a good experience during their time at Sint Josef will tell others”. In Belgium there are several green schools but the specialisms differ. At Sint Josef they offer education about animals, about farming and about biotechnology. At another green school 20 kilometres away from Geel they offer specialisms about plants and horticulture. People in the area know that for animals or farming you need to go to Geel and for horticulture you need to go to Hoogstraten. In Belgium there are only 2 schools for vocational education on animals. The students they attract that way are sufficient for them.

Our educational programs in The Netherlands are more differentiated than in Belgium. For example in Belgium you have a broad education on ‘plant, animal and environmental techniques’ first and later on you specialize in plants or animals or farming. When you choose plants you can specialize as a gardener or as a horticulturist. At Yuverta we have over 50 different programs students can choose from. When you choose something with animals we offer studies for pets, farm animals, horse care, equestrian sports and vet assistant (16 different ones) and we offer them at most of our schools. I can understand we need more marketing to help students choose and to help people to attend as an ambassador for us. I do not say that it is better, but it is the way the Dutch vocational studies are specialized. There are 686 different vocational programs in The Netherlands and 61 vocational schools (organizations not branches). Only 9 of them educate for the green industry and Yuverta is one of them.

What about sustainability?

I also studied the website of Sint Josef about their vision. It said:

At Sint Jozef Geel you will learn everything about agro- and biotechnology, food and catering or science and technology (2nd and 3rd grade) in a lifelike, warm and high-quality way.

After your secondary education, you can immediately start working as a craftsman or you can continue studying within these domains in academic and professional higher education.

You will find a lot of options with us. Some directions can be found (almost) nowhere else in Flanders. So be sure to check out our study offer.

We think it is very important that you feel good at our school and that you have a good relationship with everyone who learns, lives and works at our school.

In their vision Sint Josef touches some of the 17 sustainable development goals: 4. quality education and 3. good health and well-being. The typical ‘green’ SDG’s are not something Sint Josef distinguishes themselves with from other schools. There is no need according to Peter.

I talked about the mission and vision of Yuverta. We have 2 main goals: we provide qualitative education and we want to contribute to make the world a better place. At Yuverta we touch many of the SDG’s and we work hard to incorporate the SDG’s in our programs. And we also want to be seen as a school who has incorporated sustainability in all of the programs. We want to contribute to a better world and we want our students to contribute to a better world when they work in a company or start a company of their own. For us it is something we want to claim in the market en want to become known for. The drive to position ourselves as a school which has a lot to do with sustainability comes from the need to stand out from the rest. So it is who we are as an organization but it is also a useful marketing ambition to stand out from the rest by excellence on sustainability.

What a difference 10 kilometers make!

I was surprised to learn that the Belgian vocational education market is so different from ours. It is less complicated and I have the impression that it is less complicated to find the school to go to. There is less competition or they feel less competition. Their most important activity is education and that is what they focus on. For a marketer like me this is not a good thing, but I am sure my colleague Peter has a different opinion after our talk.

Countries The Netherlands Vision & Ambition WSA

Mission and vision of Yuverta

Yuverta started at the beginning of this schoolyear from a merger of three different educatonial institutes. It represents 20 different VET schools in the South of the Netherlands.

During the preperation of the merger a new common mission, vision and strategy was developed based on quality and sustainability. During our TPM in the Netherlands at the beginning of October the head of the communication department Yvonne Coolen presented the new mission, vision and strategy to the PROGRESS partners.

Yuverta believes in Naure Based Solutions. The inspirational research and film of the Wageningen University of the Netherlands which give us a perspective of the Netherlands in 2120 was there main inspirational source.

The Sustainable Devlopment Goals and the Whole School Approach are used as guidelines to implement theire ambtions and goals within the schools.


  • 80%  of Yuverta’s stakeholders will take part in the realisation of at least 4 SDG’s within their region.
  • The SDG’s are integrated in all curricula in the experience of  80% of all our students and other stakeholders.
  • 90% of our colleagues will experience that Yuverta’s human resource policy is aimed on sustainable employability.
  • Yuverta is on the highest ranking on sustainable business operations in (secondary) vocational education.

Are you interested in the full presentation?

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