Countries School Environment Spain WSA

Important questions to ask regarding the effects of the renewal of the job market on school programs

For vocational training schools in the agri-food and environmental sectors, it is essential to be one step ahead of the social and professional reality of both sectors. Each course, from the CIFEA DE MOLINA, around 70 students are promoted in training cycles of families in the food industry, safety and environment that joins the labour market.

To improve the training of our students and provide them with the skills for sustainability that society and the labour market requirements, we share with other European green schools, cooperation and innovation projects of the Erasmus + program, which pose the same questions and provide us with feedback in the process of self-reflection. Understanding the school as a “whole” (curricula, pedagogy, school environment, professional development and the management of the school itself) we ask ourselves the following questions.

  • With whom do we learn? What is the environment in which we develop our learning? What people are involved in the formation of students.
  • What are the needs of society and the labour market concerning sustainable development? Identifying both needs will be essential to ensure that we provide students with the appropriate skills to guarantee the change towards a sustainable productive sector that requires the participation of everybody.
  • How does the environment affect training? The school environment is an example of sustainability.
  • How can we cooperate with companies and partners so that training contributes to sustainable production systems? It is essential to establish cooperation links between the business sector, associates and the school, to update the training objectives. This process must be constant, flexible and active.
  • What green skills do we have to strengthen in learning? We have to know what we need to develop. This question is essential.
  • How can we adapt the curricula of the cycles? Establishing mechanisms for adapting educational programs to changes in production systems is essential to be able to prepare for the future.
  • What teaching methodologies are suitable for teaching the SDGs? The way of educating in the SDGs must be different from the classic didactic methodology used in classrooms because, in addition to training, it must raise awareness, arouse interest in students, generate skills and provide them with an evaluation capacity that allows them to decide and participate. in a sustainable society. Changes affect all of us.

[Photo by Artem Beliaikin from Pexels]

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.

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