The document discusses the inclusion of an Environmental Awareness Module (EAM) within Vocational Education and Training (VET) programs in Spain from a European perspective. It analyzes the development, objectives, and evaluation of the EAM, and considers the situation at the European level. The authors propose a program model and set of quality indicators for integrating EAM into VET courses based on research and a study visit. They conclude that sustainability requires a systematic, complex thinking approach and the application of constructivist principles to address traditional productivist views of VET.

1. European Perspective and Contributions to
Vocational Education and Training and
Environmental Awareness, in the Education
for Sustainable Development Context
Paper ECER Conference Cádiz 2012 Authors:
02. Vocational Education and Training Alberto Martinez Villar (presenting),
Dr. José Gutiérrez Pérez,
(VETNET) Dr. Francisco Javier Perales Palacios.
University of Granada

2. KEY WORDS
VET
Education for Sustainable Development (ESD)
Environmental Education (EE)
Environmental Awareness Module (EAM)
European Centre for the Development of
Vocational Training‟s (CEDEFOP)
International Labour Organization (ILO)
Lifelong Learning Program (LLP)
United Nations Decade of Education for
Sustainable Development (DESD)
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3. INTRODUCTION
The inclusion of an Environmental
Awareness Module (EAM) within
Vocational Education and Training
(VET ) in Spain
 How is it considered Environmental
Awareness in the VOCATIONAL
TRAINING SYSTEM of each
country?
 Consideration of the ESD. How to
develop sustainability?
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4. INTRODUCTION
We have analyzed different dimensions of the
EAM: its creation, development and
evaluation, its set objectives, the function of
training centres and the scope of students.
We have also considered the situation at the
European level.
INDICATORS
- Context indicators
- Design indicators.
- Process indicators in the training
centre.
- Course process indicators.
- Results indicators.
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5. 5

6. INTRODUCTION
More recently has been considered in Cedefop´s reports about
skills for Green Jobs in Spain (2010a: 22),
and in the consolidated response of the on-line discussion report
about Skills for Green Jobs delivered by the International Labour
Organization (ILO, 2011: 4).
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7. INTRODUCTION
Our proposal of program model and set of indicators that we
have been validated with research tools during the study visit
(2012) “Innovative Practices in EE & Vocational Education &
Training”. Study visit is a transversal activity of the Lifelong
Learning Program (LLP). Web page for the study visit can
be seen in:
https://sites.google.com/site/studyvisitmalaga212/home
Our research gives also a response to the Council
conclusions of 19 November 2010 on EDS
(Council Conclusions, 2010)
Support education for sustainable development and
promote these Council conclusions by: …(ii)
promoting research on and knowledge of ESD,
especially in areas where there is little
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experience or the evidence base is weak, such
as VET and higher education”.

8. 8
THEORETICAL
FRAMEWORK

9. THEORETICAL FRAMEWORK
Our main questions are:
What was the development path taken to achieve this
pioneering educational proposal with-in vocational
training?
What teaching methods can be used to achieve
envi-ronmental awareness?
Can environmental awareness be achieved in 9 hours?
(it´s the module´s duration)
What are the conceptual contents to be acquired?
What values and changes in attitudes are desirable?
How can the changes in attitudes and values be
achieved?
What skills must be acquired by the student?
What is the most appropriate strategy?
9 Is there a communication and development plan?

10. THEORETICAL FRAMEWORK
In this paper we want to cover two
objectives:
1. Propose quality indicators for the
integration of EAM in the dynamics
of the VET courses.
2. Description of quality criteria,
with the background of the European
level consideration and validation.
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11. METHODS AND TECHNIQUES
The study we summarize is part of an
EVALUATIVE RESEARCH, with different
empirical approaches (at different stages) oriented
to diagnose, assess and improve the program of
EAM in VET in multiple settings and contexts
applied from a European perspective.
Using qualitative and quantitative techniques and
tools.
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12. 12
METHODS AND
TECHNIQUES

13. METHODS AND TECHNIQUES
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14. METHODS AND TECHNIQUES
Validity and Reliability
Based on similar studies relevant (Pozo, Gutierrez,
Rodriguez, 2007)
Content validity, correlation of the items with EAM
program content, content and principles of the
Andalusian Strategy of Environmental Education, and
EE White Paper in Spain
Documentary Consultation in the European context
(Cedefop, Wifo).
MOPSA advanced design of the indicators system was
evaluated by the board of experts of the mentioned
study visit.
Consistency with the objectives of ESD in according to
experts (Fien, Tilbury) and international organizations
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(UNESCO, 2010, UNESCO, 2011)

15. FROM DATA TO RESULTS AND
CONCLUSIONS
We asked the European experts to make a
presentation during the activity considering
these aspects:
Points related to your National policy regarding the
topic (Innovative experiences in EE).
Challenges regarding the topic in your country
Innovative aspects related to the topic in your
country.
How my work is related to the topic.
What my organization does or what are my
personal interests.
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16. FROM DATA TO RESULTS AND
CONCLUSIONS
Table 1. Responses media. Likert questionnaire
5.- There must be an Introductory
environmental training for training 3.- Quality indicators must be used
centre managers and teaching staff for the development of teaching
in all specialties. materials.
11.-Training must be integral for 12.-The training should
the worker/student and it is contribute to the
necessary to transfer the learning incorporation of
to the daily life and to the environmental ethics and
professional field. ethical codes in different fields
16 of professional training.

17. FROM DATA TO RESULTS AND
CONCLUSIONS
13.- Constructivist principles must be
applied (as important as others like
complexity, systemic scope, transversality
and transdisciplinarity).
14.- Suggestions from the students
must be gathered for the Improvement of
understanding, analysis and awareness of
environmental matters (local and regional
situation).
18.-Training situations linked to the
Environmental Management Systems,
Services Charts and Organization
Greening Commitments, must be
encouraged
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18. FROM DATA TO RESULTS AND
CONCLUSIONS
In relation to the context in which they develop
vocational training and environmental awareness:
1. It is considered of great importance that the program
meets the needs with social, educational professionals
and people in their own territory.
2. It is very important to check the existence of materials
or programs and to establish the needs of organizations,
groups and individuals who are leading the training, to make
learning relevant and meaningful.
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19. FROM DATA TO RESULTS AND
CONCLUSIONS
In relation to the design criteria:
3. It is especially relevant to the relationship must have
the training strategy with other strategies such as
EE or SD, following a participatory model and taking
into account quality criteria in the design of training
materials, while it may mean spending time and
money.
4. It is difficult to communicate with all stakeholders,
especially with staff or responsible authorities involved
who may express apathy or be too busy with other
tasks.
5. Using a participatory methodology, quality criteria in
the design and use of materials and communication
strategies for the resources created, are essential to
19 enhance long-term changes and increase the
probability of adopting an ethical and influence the

20. FROM DATA TO RESULTS AND
CONCLUSIONS
Regarding the process in the training centre:
6. Alliances between centres and professional fields that
connect with practice in environmental issues, are considered
essential, but this requires dedication and time.
7. The adequacy of equipment and material resources of
the training centre to environmental criteria, could
suppose an economic extra cost, if there is a need to carry
out in a short time. Environmental Good Practices code is a
good idea and can be a good example, as long as they intend
achievable goals and do not involve extra work for staff.
8. Leaders and Teachers training, as well as their experienced,
is essential but we must make it interactive and
interesting.
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21. FROM DATA TO RESULTS AND
CONCLUSIONS
Regarding the process in the training course
9. It is considered essential that the training program is included
where environmental awareness becomes a greening
process, training of the student / worker is comprehensive and
there is a transfer of learning to everyday life and the
professional field, and that training contribute to the incorporation
of environmental and ethical codes to different fields of
vocational training, although it is understood that this entails the
difficulty due to the starting point values ​in the code can be very
different from what is proposed.
10. The involvement of students and their contributions are
very important and conceptual development based on values ​can
help to change behaviours.
11. The involvement of teachers can be difficult if you are
apathetic, if financial resources are necessary to put the theory
into practice, and they have to work in team and use extensive
21 knowledge and methodological skills (interdisciplinary,
techniques to reduce environmental impact, ...)

22. FROM DATA TO RESULTS AND
CONCLUSIONS
In relation to the results:
12. It can be difficult to implement GEP codes as
they need to be established from the beginning and
for each of the specialties. So can be the evaluation
of the implementation degree of the GEP in the future
career of the students and they can be move to other
locations.
13. It should be evaluated aspects of entrepreneurship
and the economic and labour market of students or
workers. This will test the training needs and give
examples of their success.
14. It can be difficult to measure actual attitudes and
behaviours, as we need to make it in real life situations
and can be subjective.
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23. FINAL CONCLUSIONS
Sustainability of the learning process
requires an overall systematic view by
means of a complex thinking and the
application of constructivist
principles.
It´s needed to face the hegemonic
productivist and “credencialist”
(with interest mostly in expending
titles) background and approaches
23 (Anderson, 2009).

24. FINAL CONCLUSIONS
VET needs urgently to use criteria for
environmental programs evaluation
including European level and
comparing with international
standards (Sanders, 1998;
Sarramona, 2004; NAAEE, 1999;
NAAEE, 2000)
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25. FINAL CONCLUSIONS
More recently (Cedefop, 2012) a research on "Green skills and
environmental awareness in vocational education and training"
concludes that for the necessary structural changes in
the economy, green jobs and skills have a role, but
must be based on an awareness of the "decision
makers" and training providers ".
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26. REFERENCES
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27. REFERENCES
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28. „To understand is hard. Once one understands, action is easy.‟
„To understand is hard. Once one understands, action is easy.‟
(Sun Yat Sen, 1866–1925)
THANK YOU !
„To understand is hard.
Once one understands,
action is easy.‟
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