As indicated in the report “Polityka klimatyczna i jej realizacja w pierwszej połowie XXI wieku”, in Poland, as in other post-socialist countries, in terms of building social capital, pro-environmental education, especially of young people (at the level of primary and secondary education) is still not included at all.

The need to counteract climate change, after the conclusion of the Paris Agreement in 2015, is deliberately neglected in the education of subsequent generations of young people, which leads to the lack of noticeable involvement of adult Poles in pro-environmental movements, including climate change, and the lack of tendency to take pro-ecological actions and activity in everyday life.
As indicated by the participants of the World Education Summit (2021) organized by the Education International (EI), which associates trade unions of education and science workers from 178 countries, teachers and educators can be an important link in making people aware of changes climate and the effects they cause – and these are probably already visible in every country on our planet.
The same role can be played by the professional of VET education, both administrative and substantive (trainers, vocational counselors, educators, coaches, facilitators) as people who have daily contact with adults in their work – they can contribute to increasing environmental awareness and promoting pro-ecological behaviors that prevent faster and faster transformations of the climate on earth.

The project objectives are: To help VET members and learners understand the impact of environmental challenges and increase “environmental literacy” of VETs, by strengthening the capacity of local communities through active environmental education. VEforCA will promote education for change, developing critical active citizenship and advocacy for sustainable development, pursuing the following specific objectives: – To increase opportunities of VETs to engage with their communities in environmental and climate actions while enhancing their ability to think critically; – To develop an open e- learning programme for VET educators empowering them to support community engagement for the environment; – To develop a set of resources to increase and measure eco-consciousness among VETs; – To encourage a shared decision making process and co-design of environmental policy initiatives by applying a multi-stakeholder approach; – To ensure wide and sustainable access to the project results among VET learners, educators, CSOs, and policy-makers.