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Greece:Quality Assurance in Adult Education and Training

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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

Lifelong Learning activities are at all levels (national, regional, local) regulated by monitoring and evaluating procedures dictated by the General Secretariat for Lifelong Learning and Youth with a view to evaluating the performance of the educational system as a whole and inform improvements for the effectiveness of the services provided. Another important development is that of the merger by absorption of the National Accreditation Centre for Continuing Vocational Training (EKEPIS) and the National Centre for Vocational Orientation (EKEP) into the National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP). EOPPEP is the body responsible for quality assurance in lifelong services and lifelong Counseling and Vocational Guidance in collaboration with other responsible bodies. It is also acts as the National Reference Point as member of the European network for Quality Assurance in Vocational Education and Training (EQAVET). In collaboration with the General Secretariat for Lifelong Learning and Youth and other governing bodies belonging to the Ministry of Education, a National Framework for Quality Assurance in Lifelong Learning (π3) has been designed. This framework sets up quality standards in all three stages of the educational process, i.e. incoming flow, procedures and outgoing flow whilst serving as a self-assessment tool for governing bodies and education and training providers by providing quality and quantity indicators for evaluating the implementation of quality standards.

The strategy for Lifelong Learning (LLL), under which the reforms in this field are promoted, aims at the development of LLL in Greece, both in quantitative and qualitative terms. Improving and guaranteeing quality has become a key pillar of the LLL strategy, as reflected in the provisions of  Law 3879/2010 and Law 4115/2013.

Among the objectives set by Law 3879/2010 is the creation of standards and tools for the development and qualitative improvement of LLL. In Article 18, the law also establishes incentives for the development of LLL and the updating of the knowledge, skills and abilities of the country's human resources, which include the connection of the evaluation of LLL bodies with their funding. As far as quality assurance in LLL is concerned, current legislation (Law 3879/2010  and Law 4115/2013 ) makes provision, amongst everything else, for establishing a cohesive educational system of continuing evaluation for teachers, staff working in Informal Education and Second Chance Schools educators, as well as a monitoring system that assesses curricula and the performance of the National Network for Lifelong Learning. In particular, the following are provided:

With a view to aligning education with the social environment, quality learning services and substantial vocational opportunities for young adults, the scheme ‘Post-Secondary School Year - Apprenticeship’ has been instituted in Informal Education (Law 4386/2016).

National Quality Assurance Framework for Lifelong Learning (π3)

The General Secretariat for Lifelong Learning and Youth, EOPPEP and the Ministry of Education, Research and Religious Affairs have worked together for creating a National Quality Assurance Framework for  Lifelong Learning (π3) which encompasses all governing bodies and learning/training service providers.

The π3 helps improve quality by setting a framework of principles for Quality Assurance in LLL, providing stakeholders with an additional tool for planning, delivering and evaluating the results of LLL, since it:

  • defines quality, making use of existing quality principles and setting new specialised ones, in all three components of LLL, namely inputs, processes and outputs;
  • provides measurable qualitative and quantitative indicators for the evaluation of the implementation of quality principles by stakeholders.

The bodies of the National Network for Lifelong Learning (see. Chapter 8 "Adult Education and Training") are expected to align with the National Quality Assurance Framework for Lifelong Learning, the π3 framework, as part of their role and responsibilities. In particular, these bodies are expected to: a) harmonise systems and procedures with the fundamental quality principles, b) further specialise their quality indicators, and c) implement procedures for the measurement, evaluation and review of systems and their processes through a continuous improvement mechanism of the quality cycles of LLL, in combination with other means of public administration, quality and strategic management systems/tools.

Framework (π3) encompasses all bodies that provide learning and training services in Informal Education, whether these are monitored by the Ministry of Education, Research and Religious Affairs or by other offices. The National Strategic Framework for Upgrading Vocational Education and Training (April 2016) has been created for updating and enacting framework (π3) and for establishing and enacting a quality assurance network for the National Curriculum.

Responsible Bodies

General Secretariat for Lifelong Learning and Youth

According to Law 3879/2010 (article 6, paragraph 1), the General Secretariat for Lifelong Learning and Youth (GGDBMNG) of the Ministry of Education, Research and Religious Affairs, as the main body of LLL, has the task to design the public policy of LLL, define the relevant regulations, prepare the corresponding national programme and oversee its implementation. Among the responsibilities of the GGDBMNG are:

  • the coordination and evaluation of the functions of the National Network for Lifelong Learning and of its results, the redefinition of the objectives and the redesign of its functions, where appropriate, as well as the adoption of measures to improve their efficiency and enhance their quality,
  • the serious consideration for quality assurance and for the evaluation of the provided adult training and general education services,
  • the development of a system for the monitoring and evaluation of the programmes and the effectiveness of the National Network for Lifelong Learning,
  • the definition of the minimum evaluation standards for the assessment of the provided educational work at local, regional and national level,
  • the development of a comprehensive annual report on LLL in Greece,
  • the mapping of an external evaluation process of the National Network for Lifelong Learning every three years with the participation of experts from European or international organisations.

National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP)

An integrated strategy on the quality of services is defined as one of the main horizontal actions that support the operation of the National Agency for the Certification of Qualifications & Vocational Guidance (EOPPEP) and it is related to the development, promotion and integration of the quality principles set by the National Framework for Quality Assurance of LLL, the certification of inputs and qualifications acquired through non-formal Education and Informal Learning, as well as counselling and vocational guidance.

According to Law 4115/2013, the National Organisation for the Certification of Qualifications & Vocational Guidance (EOPPEP), a private entity supervised by the Ministry of Education, Research and Religious Affairs, is the body responsible for the quality assurance of Lifelong Learning and Lifelong Counseling and Guidance, in collaboration with other relevant public bodies. Specifically, EOPPEP is responsible for:

  • the certification of input of non-formal education,
  • licensing providers, vocational schemes, initial vocational training institutes and non-formal education providers in general, including general adult education providers,
  • the certification of providers of career guidance counselling services,
  • the authorisation of those bodies, where needed,
  • the certification of the output of non-Formal Education and Informal Learning,
  • the development of a system of recognition and certification of skills acquired through non-formal education and informal learning, the certification of these qualifications and their correspondence with the levels of the National Qualifications Framework,
  • the certification of adult educators of the providers of guidance counselling,
  • the authorisation, monitoring and supervision of the operation of certification bodies for qualifications acquired through non-formal Education and Informal Learning,
  • the creation and development of the National Qualifications Framework and its correspondence with the European Qualifications Framework,
  • the quality assurance of Lifelong Learning and Lifelong Counselling and Career Guidance in collaboration with other relevant public bodies.

The National Organisation for the Certification of Qualifications & Vocational Guidance (EOPPEP) is, inter alia, the National Reference Point for quality assurance and represents Greece in the European Network for Quality Assurance in Vocational Education and Training (EQAVET), in the National Centre Euroguidance, as well as in the National Coordination Point for the European Qualifications Framework in Greece.

Moreover, the National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP) is responsible for producing and implementing the National Qualifications Framework as well as relating it to the European Qualifications Framework.

Finally, the National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP) acts, amongst everything else, as a National Reference Point for quality assurance and represents Greece in the European Network for Quality Assurance in Vocational Education and Training (EQAVET), Euroguidance National Centre, and the European Qualifications Framework National Coordination Point (EQF-NCP).

Educational Unit

In Article 6 of Law 3879/2010 self-assessment is defined as a method of evaluation of educational work, which falls under the competence of the General Secretariat for Lifelong Learning and Youth. All agents of the National Network for Lifelong Learning - government agencies and service providers - are required, under the existing institutional framework, to submit an annual self-assessment report of their work.

Approaches and Methods for Quality Assurance

Certification of Adult Trainers

Pursuant to the Ministerial Decision 20082/ΓΠ/22-10-2012, the National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP), according to the principles and guidelines of the European and especially the National policy, develops and implements an Educational Proficiency Certification System for Educators of non-formal Adult Education and establishes a Registry of Educators of non-formal Adult Education who are certified to teach. The aim is to upgrade the system of non-formal Adult Education in the context of Lifelong Learning, in order to ensure the quality of the services provided and the essential upgrading of qualifications of educators involved in the implementation of programmes.

Adult Educators who obtain a certification of Educational Attainment enter the Adult Educators Registry. EOPPEP constantly receives electronic applications and documents for the participation in the certification of the Educational Attainment process. Applications and related documents are checked periodically and according to the needs determined by EOPPEP. Depending on the documentation and the level of qualifications, applicants fall into one of the following categories:

1) direct certification of Educational Attainment,

2) direct involvement in the Educational Attainment certification process,

3) participation in the Educational Attainment certification process after attending a certified educators training programme.

The Educational Attainment certification process of Adult Educators complies with the content of the current Certified Professional Outline of Adult Educators and is in correspondence with the Framework for the Training of Educators Programme. The procedure details of the certification methodology of the Educational Attainment process as well as the exact time of conduct of the examinations are decided by the Board of the EOPPEP. Specifically, the process may include a written examination test, a teaching presentation and alternative forms of assessment.

The Educational Attainment certification process takes place in examination centres. Upon completion of the certification process, the result of the evaluation of the candidate, as defined by the certification process, is sent to the Director of the relevant Department of EOPPEP in order for him/her to advise the Board on the confirmation or otherwise of the Educational Attainment of the candidate. The Board of EOPPEP decides whether to grant or not the certification of Educational Attainment, the granting of certificates and the inclusion of the candidate in the Register of Adult Trainers with certified Educational Attainment.

Trainers Training programmes are designed by Higher Education Institutes which provide courses in Adult Education in accordance with the existent Certified Vocational Scheme for Adult Education Trainers and the relevant Trainer Training Framework. Trainer Training Programme course duration and structure is designed in alignment with the National Qualifications Framework. These programmes must be certified by EOPPEP.

The monitoring and evaluation of the compliance of training programmes for trainers of Lifelong Learning with the specifications of implementation will be put into effect under the process of continuous monitoring and evaluation of trainers (quality assurance). EOPPEP reserves the right to make unannounced inspections during the implementation of programmes. If deviations from these specifications are found, the deviating body will lose the right to propose and implement programmes.

Self-evaluation of institutions

According to the provisions of Law 3879/2010, self-assessment is the main procedure for quality assurance at the level of LLL educational units/entities. The development of self-evaluation procedures by LLL entities is associated with the implementation of the π3 framework. The self-assessment of an organisation using the π3 framework concerns the evaluation of the level of compliance with the fundamental principles of quality, which leads to the designing of improvement plans to better align the planning system and delivery of LLL services according to those principles.

The establishment of a Self-Assessment group of executives and employees of the organisation is proposed to each LLP agency, both to ensure full and in-depth knowledge of the organisation, and to create the conditions for the dissemination of results and foster a culture of continuous improvement throughout the agency.

A Task Force of the National Organisation for the Certification of Qualification & Vocational Guidance (EOPPEP) is available to the organisations starting the implementation of π3 to provide the team with information and guidance for better understanding of the framework and for its effective implementation.

The process of self-evaluation of LLL bodies is growing annually. All bodies who make up the National Network for Lifelong Learning prepare an annual self-assessment report of the project each year, and submit it to the General Secretariat for Lifelong Learning and Youth.

The General Secretariat for Lifelong Learning and Youth is responsible for monitoring and evaluating the effectiveness of the National Network for Lifelong Learning. It draws up an annual overall report on LLL and performs triennial external evaluation of the National Network of Lifelong Learning with the help of experts from European or international organisations.

Specifically, Vocational Training Institutes (IEK), under Ministerial Decision no. 5954 / 06.23.2014 perform self-assessment on an annual basis, according to the statutory framework for quality assurance. Self-assessment involves both the assessment of policies and procedures as well as the assessment of measurable performance results.

These measurable results are related to quality indicators, including the main indicators of the quality framework, which the administrations of public Vocational Training Institutes should target and systematically monitor, with the supervision of the General Secretariat for Lifelong Learning and Youth and the application support provided by EOPPEP. The measurable results of quality indicators should be recorded at regular intervals in a special database, to create the basis for assessment between different Vocational Training Institutes and to allow for the continuous improvement of services.

The annual self-assessment of IEKs is based, inter alia, on the formative results of (on-going) evaluations and investigations, which include: trainees survey, trainers survey, graduates survey, employer survey, reviews of management principles and evaluations by the General Secretariat for Lifelong Learning and Youth. The tools for conducting surveys (questionnaires, interviews, etc.) are provided by GGDBMNG to ensure the homogeneity of the data collected. Surveys may be conducted at central level, the results of which are forwarded to the local Vocational Training Institutes in order for them to take improvement measures. The results of the annual self-assessment are evaluated by a team of specially trained assessors, assigned by EOPPEP.

Qualifications Accreditation  System

As part of its responsibilities, EOPPEP created and developed the National Qualifications Framework, in order to ensure its correspondence with the European Qualifications Framework under the supervision and coordination of the Ministry of Education, Research and Religious Affairs. The National Qualifications Framework is aimed at students, workers, unemployed, employers, education and training providers, qualification certification bodies, guidance counsellors, professional sectors, social partners, and every citizen who holds a graduate degree.

The National Qualifications Framework is a single tool through which all qualifications awarded in Greece are safely outlined and evaluated; its alignment with the European Qualifications Framework enhances the comparability of qualifications fostering in consequence mobility of trainees and workers between Greece and other European countries.

More information on the National Qualifications Framework are provided in the corresponding section of Chapter 2 "Organisation and Governance".

Licensing System of Qualifications Certification Bodies

According to Law 4093/2012, as amended and currently in force, the Minister of Education, Research and Religious Affairs, grants licence when it comes to:

• Private Schools of Primary and Secondary Education (and Pre-primary schools with up to 60 infants)

• Colleges,

• Private Vocational Training Institutes.

For these bodies, EOPPEP offers an opinion as to the existence of the edificial conditions set by Law 4093/2012. The Board of EOPPEP, grants licence by decision when it comes to:

• Centers of Lifelong Learning Level One (I)

• Centers of Lifelong Learning Level Two (II)

• Private Tutoring Schools

• Foreign Language Centers.

In the no. 51032 / IA / 04.12.2013 bulletin of the Ministry of Education, Research and Religious Affairs, the general conditions relating to edificial infrastructure are detailed, as well as the required documentation, the fees and any other details concerning the licensing process for private education and training organisations. More specifically, for IEKs under Ministerial Decision no. AI / 20082 / 10.22.2012, GGDBMNG is responsible for monitoring the compliance with the rules and provisions relating to licensing requirements, the provision of educational work and, in general, the operation, in cooperation with EOPPEP where necessary. In this context, GGDBMNG may conduct checks, regular or temporary, by a three-member committee appointed each time by decision of the Head of the Licensing Unit or of the structures control of GGDBMNG. Alternatively, GGDBMNG may delegate the checks by decision of the Secretary for LLL to authorised third parties throughout the year. GGDBMNG may also inform the General Secretariat of Lifelong Learning and Youth who is responsible for charging penalties according to the applicable provisions on the results of the check. During the check, schedules are assessed according to the curriculum, of theoretical or laboratory module, as configured in accordance with the intended learning outcomes of each course, as are the qualifications of instructors, the teaching methods, the equipment and teaching aids. The test results are recorded in a special report, which is posted on the official website of GGDBMNG. The inspection process and the publication of the report must be completed exclusively within thirty (30) calendar days.