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Greece:National Reforms in Vocational Education and Training and Adult Learning

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Overview Greece

Contents

Greece:Political, Social and Economic Background and Trends

Greece:Historical Development

Greece:Main Executive and Legislative Bodies

Greece:Population: Demographic Situation, Languages and Religions

Greece:Political and Economic Situation

Greece:Organisation and Governance

Greece:Fundamental Principles and National Policies

Greece:Lifelong Learning Strategy

Greece:Organisation of the Education System and of its Structure

Greece:Organisation of Private Education

Greece:National Qualifications Framework

Greece:Administration and Governance at Central and/or Regional Level

Greece:Administration and Governance at Local and/or Institutional Level

Greece:Statistics on Organisation and Governance

Greece:Funding in Education

Greece:Early Childhood and School Education Funding

Greece:Higher Education Funding

Greece:Adult Education and Training Funding

Greece:Early Childhood Education and Care

Greece:Organisation of Programmes for Children under 4 years

Greece:Teaching and Learning in Programmes for Children under 4 years

Greece:Assessment in Programmes for Children under 4 years

Greece:Organisation of Programmes for Children over 4 years

Greece:Teaching and Learning in Programmes for Children over 4 years

Greece:Assessment in Programmes for Children over 4 years

Greece:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Greece:Primary Education

Greece:Organisation of Primary Education

Greece:Teaching and Learning in Primary Education

Greece:Assessment in Primary Education

Greece:Organisational Variations and Alternative Structures in Primary Education

Greece:Secondary and Post-Secondary Non-Tertiary Education

Greece:Organisation of General Lower Secondary Education

Greece:Teaching and Learning in General Lower Secondary Education

Greece:Assessment in General Lower Secondary Education

Greece:Organisation of General Upper Secondary Education

Greece:Teaching and Learning in General Upper Secondary Education

Greece:Assessment in General Upper Secondary Education

Greece:Organisation of Vocational Upper Secondary Education

Greece:Teaching and Learning in Vocational Upper Secondary Education

Greece:Assessment in Vocational Upper Secondary Education

Greece:Organisation of Post-Secondary Non-Tertiary Education

Greece:Teaching and Learning in Post-Secondary Non-Tertiary Education

Greece:Assessment in Post-Secondary Non-Tertiary Education

Greece:Higher Education

Greece:Types of Higher Education Institutions

Greece:First Cycle Programmes

Greece:Bachelor

Greece:Short-Cycle Higher Education

Greece:Second Cycle Programmes

Greece:Programmes outside the Bachelor and Master Structure

Greece:Third Cycle (PhD) Programmes

Greece:Adult Education and Training

Greece:Distribution of Responsibilities

Greece:Developments and Current Policy Priorities

Greece:Main Providers

Greece:Main Types of Provision

Greece:Validation of Non-formal and Informal Learning

Greece:Teachers and Education Staff

Greece:Initial Education for Teachers Working in Early Childhood and School Education

Greece:Conditions of Service for Teachers Working in Early Childhood and School Education

Greece:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Greece: Initial Education for Academic Staff in Higher Education

Greece:Conditions of Service for Academic Staff Working in Higher Education

Greece:Continuing Professional Development for Academic Staff Working in Higher Education

Greece:Initial Education for Teachers and Trainers Working in Adult Education and Training

Greece:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Greece:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Greece:Management and Other Education Staff

Greece:Management Staff for Early Childhood and School Education

Greece:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Greece:Education Staff Responsible for Guidance in Early Childhood and School Education

Greece:Other Education Staff or Staff Working with Schools

Greece:Management Staff for Higher Education

Greece:Other Education Staff or Staff Working in Higher Education

Greece:Management Staff Working in Adult Education and Training

Greece:Other Education Staff or Staff Working in Adult Education and Training

Greece:Quality Assurance

Greece:Quality Assurance in Early Childhood and School Education

Greece:Quality Assurance in Higher Education

Greece:Quality Assurance in Adult Education and Training

Greece:Educational Support and Guidance

Greece:Special Education Needs Provision within Mainstream Education

Greece:Separate Special Education Needs Provision in Early Childhood and School Education

Greece:Support Measures for Learners in Early Childhood and School Education

Greece:Guidance and Counselling in Early Childhood and School Education

Greece:Support Measures for Learners in Higher Education

Greece:Guidance and Counselling in Higher Education

Greece:Support Measures for Learners in Adult Education and Training

Greece:Guidance and Counselling in a Lifelong Learning Approach

Greece:Mobility and Internationalisation

Greece:Mobility in Early Childhood and School Education

Greece:Mobility in Higher Education

Greece:Mobility in Adult Education and Training

Greece:Other Dimensions of Internationalisation in Early Childhood and School Education

Greece:Other Dimensions of Internationalisation in Higher Education

Greece:Other Dimensions of Internationalisation in Adult Education and Training

Greece:Bilateral Agreements and Worldwide Cooperation

Greece:Ongoing Reforms and Policy Developments

Greece:National Reforms in Early Childhood Education and Care

Greece:National Reforms in School Education

Greece:National Reforms in Vocational Education and Training and Adult Learning

Greece:National Reforms in Higher Education

Greece:National Reforms related to Transversal Skills and Employability

Greece:European Perspective

Greece:Legislation

Greece:Institutions

Greece:Glossary

2017

Beginning of the First Phase of the Post-secondary School Year – Apprenticeship Class in Vocational Upper Secondary Education Schools

The Ministry of Education has approved the Framework of Quality for Study Programmes of Vocational Education and Training (VET) through Ministerial Decision 26412/16-2-2017 with the view of assuring quality in vocational education and training and according to the strategic framework for European co-operation in education and training sectors that sets the following four strategic goals:

  1. Implementation of lifelong learning and mobility
  2. Improvement of the quality and efficiency of education and training
  3. Promotion of equality, social cohesion and active citizenship
  4. Reinforcement of novelty and creativity, as well as of the entrepreneurial spirit at all education and training levels.

The above Ministerial Decision and the adoption of two more (Ministerial Decision 26381/16-2-2017 and Ministerial Decision 26385/16-2-2017) sets and completes the legislative framework of operation for Post-secondary School Year – Apprenticeship Class EPAL.  The latter gives EPAL graduates the opportunity to upgrade their educational qualifications and obtain work experience.

Within this context, the first phase of the programme begins.  It will take place at EPAL schools at all Prefectures of the country and will involve around 2,000 EPAL graduates of a specified number of specialisations between the ages of 18 and 24.

The Post-secondary School Year – Apprenticeship Class last for nine months and combines a seven-hour laboratory course of specialisation in the competent EPAL or/ and Lab Centre (once a week) and the “Workplace Education Programme– Apprenticeship at work” that is limited to 28 hours per week, allocated in four days.

The apprentice receives a salary that is defined at 75% of the legal minimum wage and full insurance coverage for the duration of the “Workplace Education Programme”.

According to the National Qualifications Framework, the graduates of the Post-secondary School Year – Apprenticeship Class will receive a Level 5 Diploma of Vocational Specialisation, Education and Training, after the completion of the certification procedures of their qualifications by the National Organisation for the Certification of Qualifications & Vocational Guidance (EOPPEP).

2016

Law 4386/2016 – Vocational Education

According to Law 4386/2016, Vocational Upper Secondary School (EPAL) has the following structure: A Grade UNIFIED, B Grade arranged in SECTORS, C Grade grouped into SPECIALISATIONS, Post-lyceum School Year- Apprenticeship Class.  The optional post-secondary cycle of studies – Apprenticeship Class changes its name to “Post-secondary School Year – Apprenticeship”; and from hereby belongs to the non-formal educational system.

The above structure:

  • helps students to choose their future specialisation and profession with maturity by avoiding a wrong choice of sector early in their studies;
  • contributes to the provision of general strong knowledge attuned to the age of puberty and necessary for the formation of youth’s personality;
  • contributes to the provision of technological-professional knowledge of the respective sector that will form the basis on which last-year’s specialisation will be built, but also specialisation through apprenticeship for graduates;
  • provides for more alternative choices for graduates;
  • gives the opportunity to graduates to redefine their professional goals (for example, after graduation, if they wish, they may obtain a second specialisation after one additional year of study, or they can change orientation;
  • contributes to the smooth integration of graduates in the labour market, bringing into alliance the apprenticeship class with the requirements of a working license that is a prerequisite for certain specialisations.

2015

No reform.

2014

Rules of Organisation and Operation of the Second Chance Schools

Ministerial Decision ref.nr. 5953/23-06-2014 (Government Gazette 1861/ issue B/ 07-08-2014) defines for the first time specific rules of organisation and operation of Second Chance Schools (SDE). Second Chance Schools (SDE) are adult education schools, operating in accordance with the philosophy and principles of adult education. SDE fall under the General Secretariat for Lifelong Learning of the Ministry of Education, that is responsible for their operation.

The adopted rules of operation specify details regarding the educational context such as the training programme and its duration, the governing bodies of SDE, staff and recruitment processes, issues related to learners such as registration, attendance and evaluation. In addition, they regulate issues concerning the assessment of structures and programmes.

Rules of Operation of Vocational Training Institutes (IEK) under the General Secretariat for Lifelong Learning

The purpose of Vocational Training Institutes (IEK) is the provision of initial vocational training to graduates of upper secondary education as well as to graduates of Vocational Training Schools (SEK). The adopted rules of operation (Ministerial Decision ref.nr. 5954/23-06-2014, Government Gazette 1807/ issue B/ 23-06-2014) update the previous 2013 regulation of IEK. They specify details as regards the educational framework - programmes and study guides, textbooks, credits, internships or apprenticeships, provision of incentives for the promotion of initial vocational training, issues related to self-evaluation of structures, external control, study matters - such as duration of courses, attendances, number of trainers, trainees' selection and assessment, and finally the organisation and administration of Vocational Training Institutes.

Ready in 18!!!

Under the slogan "Ready in 18", the Ministry of Culture, Education and Religious Affairs introduced the operation of Vocational Training Schools (SEK), a fully organized professional framework providing recognized national certification and training through non-formal education, aimed at graduates of compulsory education. SEK will operate as of September 2014 with 56 technical disciplines.

SEK are intended to provide initial training to graduates of compulsory formal education, lasting three years, with two years of training and one year apprenticeship. Attendance at public SEK is free of charge.

The main objectives of Initial Vocational Training are as follows:

  • equip learners with the necessary skills, through the provision of scientific, technical, professional and practical knowledge
  • enable them to develop skills relative to their chosen discipline
  • improve their integration into the labor market
  • ensure their adaptation to changing needs of the economy.

The main task of Initial Training is to provide high-level qualifications, with a view to trainees being absorbed by the labor market. This is achieved by:

  • the selection and development of certified initial vocational training programmes, which correspond to specific job profiles, and taking into consideration specialisations that are in demand on the labour market;
  • hiring trainers with expertise or experience to provide high quality training;
  • SEK being hosted in fully equipped workshops of formal education structures, providing a suitable environment for comprehensive training.

SEK operate under the supervision of the General Secretariat for Lifelong Learning of the Ministry of Culture, Education and Religious Affairs. Their operation is supported through financing from the European Social Fund and national funds by the Operational Programme "Education and Lifelong Learning".