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Greece:Support Measures for Learners 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

Definition of the Target Group(s)

One of the goals of the law for the Development of Lifelong Learning (Law 3879/2010) is to safeguard the access of individuals and especially, socially vulnerable groups to all training activities and general adult education.  In accordance with the definition in the recent Law 4019/2011 on Social Economy and Social Entrepreneurship, the socially disadvantaged and vulnerable groups include "population groups whose participation in social and economic life is hampered, due to social and economic problems, or due to physical, mental, cognitive or sensory disability or due to unforeseen events affecting the smooth functioning of the local or broader regional economy" Separate reference is made to the following population groups:

  • Persons with disabilities
  • Substance dependent persons or individuals in the process of recovery  
  • Seropositive persons
  • Prison inmates/persons released from prison  
  • Unemployed (youth, women, persons over fifty years of age, long term unemployed)
  • Single parent family leaders
  • Members of multi-member families
  • Female victims of abuse
  • Persons with low literacy skills
  • Inhabitants of remote mountainous and insular areas
  • Economic immigrants and refugees.

Specific Support Measures

The objectives of General Adult Education are knowledge enrichment, the development and improvement of the students’ skills and talents, to promote personality development and their role as active citizens and reduce social and educational inequalities.  General adult education programmes are suitable for all persons . However, there is a particular emphasis placed upon vulnerable groups, with programmes that aim to promote their socio-economic inclusion.  Through structures that provide information, support and advisory services, every adult has the option to access formal education institutes and Lifelong Learning network bodies.

By virtue of Law 3879/2010, to develop Lifelong Learning and update the knowledge, skills and competences of the population, the possibility for recognition and certification of previous knowledge is established through the National Qualifications Framework, so that all forms of learning, formal, non formal and informal be correlated, their learning outcomes be recognised and certified.

Chapter 8 "Adult Education and Training", makes detailed reference to the provisions and the measures supporting the lifelong learning objectives. These regulations and measures are summarized as follows:

  • Second Chance Schools, addressed to citizens beyond the age of eighteen years who have not completed compulsory education; such schools award a title equivalent to lower secondary school leaving certificate.  The regulation of SDE provides for the implementation of remedial teaching, since it is determined that it is possible to set remedial teaching hours for certain students in fields deemed necessary, after decision of the school teachers' board (Ministerial Decision No. 5953/23-06-2014).
  • Schools for Parents operate in all regions of the country and implement educational programmes aimed at updating, supporting and offering counselling to parents and prospective parents in order to successfully respond to their complex and arduous role, as shaped in modern socio-economic conditions.
  • The project "Odysseus", covering in particular the education of immigrants in the Greek language, the Greek history and the Greek civilization; it addresses European Union citizens and third countries nationals regardless of origin, residing lawfully in the country.
  • Lifelong Learning Centers of municipalities offer general adult education programmes  in the thematic fields ‘Economy-Entrepreneurship’, ‘Quality of life-Environment’, ‘New Technologies’, ‘Language and Communication’, ‘Social Skills and Actions’, ‘Civilization and Art’ and ‘Programmes for Socially Vulnerable Groups’ addressed to citizens throughout the country.
  • Public or Private Vocational Training Institutes (IEK), which provide initial vocational training services to formal non-compulsory secondary education graduates of Lyceyms and Vocational Lyceums.  In accordance with Law 4186/2013, IEK students do not pay tuition fees.  Moreover, under the new Regulation for the Operation of Vocational Training Institutes (IEK) run by the General Secretariat for Lifelong Learning (GGDVM) (Ministerial Decision No. 5954/23-06-2014) for promoting initial vocational education within the framework of the National Development Strategy, prospective IEK students shall be provided with (a) motives to enroll or continue their studies based on geographical, income eligibility, social and other criteria, (b) titles/awards based on student performance.  Also, as part of the framework that makes provision for establishing links between Vocational Training and the job market, 960-hour long student Work Placements or Internships are compulsory for all IEK students.  IEK graduates will be receiving a Certificate of Vocational Training. IEK graduates are additionally entitled to participating in the initial vocational training certification exams administered for SEK and IEK graduates, for acquiring Level 5 Professional Occupation & Vocational Education and Training Diploma.  Furthemore, within the framework of the relevant Act of Legislative Content, the "Education and Lifelong Learning" Operational Programme (National Strategic Reference Framwork 2007-2013) provides public and private Vocational Training Institution graduates who started work placements between 01-10-2008 and 30-06-2015 and completed them on 31-12-2015 at the latest, with an allowance of eight hundred (800) Euros.
  • Lifelong Learning Schools, being established by Law 4009/2011, in every Higher Education Institution, put in place and offer lifelong learning study programmes, which are delivered, in many cases, by distance learning methods, resulting in the awarding of respective certificates of non-formal education.  Each Institution’s Organisational Charter determines the criteria and the procedures for lifelong learning curricula approval, the specific terms and conditions for the operation thereof, their administrative bodies, the requirements and procedure for their appointment and the conditions of students’ admission.
  • Finally, the Hellenic Open University practically broadens lifelong learning opportunities, since, as mentioned in the previous section, it offers exclusively distance education and favours admission of candidates by draw beyond the age of 23 years.

National Action Plan for Youth Employment

A National Action Plan for Youth Employment was announced by the Minister of Labour, Social Security and Welfare, by the Minister of Development, Competitiveness, Transport and Networks as well as by the Minister of Education and Religious Affairs in January 2013.  This new Action Plan aims at the implementation of targeted policies and measures to develop employment and entrepreneurship, for young people of two age groups - 15-24 and 25-35 years old - , placing particular emphasis to those less qualified.  The main action lines concern the reinforcement of apprenticeship systems and practical training, the establishment of programmes for the transition from education to employment so as to support the acquisition of initial work experience, as well as the promotion of entrepreneurship.  The new action plan integrates actions and programmes of all Operational Programmes of the National Strategic Reference Framework 2007-2013 addressed to young people, funded by the European Social Fund as well as by the European Regional Development Fund.  The total budget of the Action Plan is €600 million and approximately 350,000 people are expected to benefit.

Regarding the Ministry of Labor, Social Insurance and Social Solidarity, the following actions are foreseen: Voucher for entering the labour market for unemployed young people aged up to 29 years old, Promotion of innovative youth entrepreneurship and counselling/guidance for entrepreneurs, Rural entrepreneurship, National Network of Direct Social Intervention, Cultural Community Service Programmes for young people, Programme for subsidising companies to hire unemployed young HEI graduates, Pilot action for supporting young people in the creation of social enterprises, Supporting businesses to employ highly qualified staff.

Regarding the Ministry of Education, Research and Religious Affairs, the following actions are supported: Internship/traineeship in Universities, Technological Education Institutions, public and private Vocational Training Institutes (IEK), Internship/traineeship in Vocational Schools of secondary education with the system of apprenticeship of the Greek Manpower Organisation, Internship/traineeship for first year students of Merchant Marine Academies, Apprenticeship programmes for graduates of Technical Education, Career offices in Universities and Technological Education Institutions, Centers for Innovation and Entrepreneurship in Universities and Technological Education Institutions.

Regarding the Ministry of Development, Competitiveness, Transport and Networks, the following actions are foreseen: Supporting youth entrepreneurship, Comprehensive intervention for supporting the employment of women, through the support of entrepreneurship.

A total of 48 adult education learning interventions were recorded in Refugee Welcome Centres.  Adult interventions are actions focused around:

  • Empowerment
  • Creativity
  • Counselling services
  • Greek and English language learning
  • Organising visits to libraries, museums etc. 

Some of these initiatives are run by University Departments based on the same location as the centres.  These activities are usually carried out in larger centres (Eleonas, Lesvos, Diavata).

The Scientific Committee decided that for the inclusion of children in education, it is necessary to provide cultural links and ensure that parents learn the Greek language.  This is a selection of proposals drafted by the Scientific Committee with regard to actions implemented for refugee parents:

  • Organising intensive Greek language courses for parents-adults.  Special care for mothers.
  • Providing free courses to parents in the space (and at the same time) where courses for children are also taking place.  This can be a strong motivation for parents to attend courses and become familiar with the experience gained by their children.