The inclusion of the environmental perspective and green jobs in training processes is a fundamental factor in the current scenario and with a forward-looking perspective. However, it is not enough for participants to have general information about the environment; in order to bring about an effective change in their actions, it is necessary to pay special attention to how training processes are designed and implemented. To achieve this, the environmental perspective must be considered transversally in the different moments of the design and implementation of training programmes.

With these challenges in mind, the online course-workshop "Greener Jobs. Mainstreaming the environmental perspective in employment from training for work aimed at strengthening the capacities of the technical teams of the Training Entities and INEFOP in Uruguay for the mainstreaming of environmental issues and green jobs in training. This initiative is the result of coordinated actions between INEFOP, MTSS/DINAE and ILO/Cinterfor in the framework of the PAGE programme in Uruguay.

For 8 weeks, participants from different entities in the country, distributed in 10 teams, will be taking part in the proposal that includes asynchronous, practical, application activities and synchronous activities, meeting, reflection and joint learning. The course is hosted on INEFOP's educational platform and will run until the first half of December. Its methodological approach is based on Guide to mainstreaming the environmental perspective in training, also developed as part of this process.

At the end of the course, it is expected that the members of the teams of the selected participating FFS will be in a position to mainstream the environmental perspective in the design and implementation of their training programmes. The capacities to be developed during the various modules are

• • Identify the importance of mainstreaming AP in work and training processes.
  • Select and formulate the green competences to be developed in the training programme(s) prioritised as the object of study.
  • Identify the environmental aspects, regulations and good practices linked to the work processes and functions covered by the programme.
  • Incorporate improvements to the curriculum (objectives, contents, evaluations).
  • Transversalise AP in the facilitation of learning (teaching practice, activities, resources).
  • Formulate a proposal for an intervention project in their institution or programme/speciality.
  • Promote the participation and involvement of the different actors (in the institution, the community, the occupational field and companies).