Apprenticeship systems can make a significant contribution to the green transformation by: equip young people and adults with the necessary skills, attitudes and knowledge for a sustainable economy and societyApprenticeship, with its strong on-the-job training component, provides a solid technical foundation, transversal skills and attitudes that are key to the long-term role of vocational education and training (VET) in providing the workforce and skills for the green transition.

Practical steps needed to “green” apprenticeships include:

• Integrating green elements into existing curricula and qualificationsThis may include: modular approaches in the short term, introducing green elements across subjects and professions, or developing comprehensive approaches supporting lasting and profound change.
• Updating or creating new job profiles to reflect the skills needed for the green transformation. It is necessary understand the skills required in the green transformation and decide whether they will be covered by new or existing specializations and at what level.
• Stakeholder engagement at different levels of governance (national, sectoral, regional, school) and across all types and levels of VET. The involvement of employers' and employees' associations at regional and local level is particularly important. There is a need to create clear mandates and responsibilities and co-decision-making powers for all key stakeholders.
• Regular and structured exchange of information at various stages of the decision-making and design process. Also important are bottom-up feedback options (from companies or their groups) and input and support from research and technical bodies.
• Ensuring systemic flexibility (e.g. qualifications and curricula, electives, regional adaptation zones). Possibility to add green learning as units or modules to existing qualifications or as electives facilitates the process of "greening" VET.
• Strengthening cooperation between VET schools and companies. Cooperation platforms between VET schools, professional associations, chambers, as well as NGOs and local/regional authorities or higher education and research institutions can help overcome challenges. This cooperation can contribute to the ‘greening’ of apprenticeships. using the teacher-instructor-apprentice triangle, updating curricula (sometimes initiated by the apprentices themselves), providing guidance to instructors in companies a engaging stakeholders in the skills ecosystem to support schools and companies.
• Supporting apprentices to become active agents of change by providing them with space to express interest, share knowledge, and experiment.
• Leveraging existing skills management mechanisms and stakeholder platforms to update the training content.
• Creating partnerships at the implementation level, which are based on the principles of skills management.
• Supporting entrepreneurial skills in the context of green transformation.
• Providing training in companies.
• Use of regional and sectoral approaches to address green skills shortages.
• Use of EU funds to test new partnerships and initiatives in the area of "greening" apprenticeships.

Practical examples show that The adaptation of apprenticeships in relation to the green transition takes place in the context of regular and structured processes of updating programmes, with social partners, sector representatives and external research experts contributing to the introduction of new apprenticeship programmes or the updating of existing ones. The interest of the apprentices themselves can also initiate the updating of curricula towards sustainability. Spring

Glossary of key terms

• Skills anticipation: Strategic assessment of current and future skills needs in the labour market using systematic methods to identify skills gaps and deficiencies.
• European Green Deal (EGD): A comprehensive growth strategy for the European Union, aiming to achieve climate neutrality by 2050 through a transition to a sustainable economy.
• Smart skills governance: Governance structures and processes that connect different levels of government and stakeholders to effectively respond to changing skills needs.
• Just Transition: The principle of ensuring that the transition to a green economy is fair and that no one is left behind, taking into account the social and economic consequences for workers, communities and regions.
• Microcredentials: Short, targeted forms of education that confirm the acquisition of specific knowledge, skills or competencies.
• Vocational Education and Training (VET): Education and training that equips individuals with the skills and knowledge needed for specific occupations or groups of occupations.
• Greening: The process of adapting the economy, society and education to environmental sustainability and the transition to green technologies and practices.
• Reskilling: Acquiring new skills that allow workers to change occupation or sector.
• Upskilling: Improving existing skills or acquiring additional skills within a current occupation or sector.
• Validation of prior learning: The process of recognizing knowledge, skills and competences that an individual has acquired outside the formal education system (e.g. through non-formal learning or experience).
• Green skills: Knowledge, skills and competences necessary for the development and support of an environmentally sustainable economy and society.