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VET IN GREECE, 2011

VET IN GREECE, 2011. Institute of Entrepreneurship Development, Larissa, Greece University of the Aegean , Mytilene, Greece. POPULATION AND DEMOGRAPHICS GREECE: GENERAL STATISTICAL DATA 2005 Cedefop,2009 – VET in Europe, Country Report. Sources: (¹) Statistics focus (EUROSTAT) 26/03/2007

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VET IN GREECE, 2011

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  1. VET IN GREECE, 2011 Institute of Entrepreneurship Development, Larissa, Greece University of the Aegean, Mytilene, Greece

  2. POPULATION AND DEMOGRAPHICSGREECE: GENERAL STATISTICAL DATA 2005Cedefop,2009 – VET in Europe, Country Report Sources: (¹) Statistics focus (EUROSTAT) 26/03/2007 (²)NSSG National Statistics Service of Greece Ellados

  3. POPULATION & AGE GROUPSCedefop,2009 – VET in Europe, Country Report Source: NSSG National Statistics Service of Greece

  4. POPULATION AGED 18-24 YEARS WITH ONLY SECONDARY EDUCATION NOT IN FURTHER EDUCATION AND TRAININGCedefop,2009 – VET in Europe, Country Report Source: Eurostat, Labour Force Survey

  5. INSTITUTIONAL FRAMEWORK: IVET • (1) The Ministry of National Education and Religious Affairs is mainly responsible for IVET, whereas • (2) The Ministry of Labour and Social Protection • has a role to play. • The two Ministries have been cooperating since 2004 in VET issues

  6. (1)The Ministry of National Education and Religious Affairs has the responsibility to design, develop and implement policies, through the following bodies: • The Pedagogical Institute, an advisory body on educational • issues • 2. TheDepartment of Technical Vocational Schools in the Secondary Education Directorate, which is responsible for Vocational Lyceums (EPAL) and Vocational Schools EPAS. • 3. The Organisation for Vocational Education and TrainingOEEK, which organises public IEK, supervises private ones • OEEK provides formal vocational education and training and has the overall responsibility for the Vocational Training Institutes (IEK), the supervision and monitoring of the Private Institutes for Vocational Training (IIEK)

  7. (2) The Ministry of Labour and Social Protection is also involved in IVET through: 1. ApprenticeshipVocational Schools EPAS run by the Manpower Employment Organisation (OAED). There are 52 Apprenticeship EPAS belonging to OAED and supervised by the Ministry of Labour & Social Protection 2. Vocational Training Institutes (IEK), run by Manpower Employment Organisation (OAED), at post- secondary level.

  8. (3) Regional & Local Level 3.1. REGIONAL GOVERNMENT: As far as Secondary Education is concerned at a regional level, there are three tiers of administration: 3.1.1. Regional Directorates of Primary and Secondary Education, 3.1.2. Directorates of Secondary Education and 3.1.3. Bureaus of Secondary Education 3.2. LOCAL GOVERNMENTS: Not applicable

  9. (4) Social Partners The state enables them to play a vital role in the definition and implementation of the VET strategy andpolicies in relation to the past. They participate in a considerable number of institutes, decisionmaking bodies, managerial committees, and other committees by monitoring programmes funded by the EU • The Federation of Greek Industries • The Institute for Industrial and • Vocational Training • The National Confederation of • Hellenic Commerce • the Development Centre of Greek • Commerce • The Greek General Confederation • of Labour • The General Confederation of • Professionals, Craftsmen and • Tradesmen They have promoted research and publications and have undertaken initiatives for the investment in human resources and the promotion of positive interventions in the labour market (like development of occupational profiles, the creation of accreditation systems etc).

  10. INSTITUTIONAL FRAMEWORK: CVET [A] CENTRAL GOVERNMENT CVET is mainly provided by: The Ministry of Employment and Social Protection The Ministry of Education and Religious Affairs has also a part to play The Ministry of Employment and Social Protectionprovides training through the following structures: (1) Vocational Training Centres (KEK). (2) Publicly promoted CVET for adults is provided by the General Secretariat of Adult Education (GGEE) of the Ministry of National Education and Religious Affairs (YPEPTH). It designs, coordinates and supports basic education and lifelong learning and training forthe adult manpower and people at social risk. (3) The Ministry of Rural Development and Food is the provider of CVET in the agricultural sector. (4) Publicly promoted CVET for employees and self-employed people is provided by Vocational Training Centres (KEK), accredited bythe National Accreditation Centre for Vocational Training Structures (EKEPIS) of CVT structures. Some Ministries organise in-service programmes for employees. They are funded by the third Community Support Framework

  11. [B.1] Regional & Local Level[B.2] Social partners REGIONAL GOVERNMENT The General Secretariat of Adult Education (GGEE) through 200 Adult Education Centres (KEE) and Prefectural Committees of Adult Education (NELE) provides educational services in adult training. LOCAL GOVERNMENT Prefectures and Municipalities can found Vocational Training Centres (KEK). SOCIAL PARTNERS They co-sign with the Government the National General Collective Labour Agreement, which determines the provision of training to employees by enterprises and also participate in the formation of occupational profiles.

  12. MAJOR CHARACTERISTICS OF NON-FORMAL CVET • CVET is under the responsibility of • the Ministry of Employment and Social Protection (YPAKP) and its executive body, • The National Accreditation Centre for Continuing Vocational Training (EKEPIS). The mission of EKEPIS is the accreditation of Vocational Training Centres (KEKs) and the specialized centres for the social and professional integration of disabled people and ex drug users (Specialized Centre for the Social and Professional Integration of Disabled people and Drug addicts).KEKs admit graduates of both Secondary and Tertiary Education. They can be either public or private, profitable or non-profitable organizations and they are accredited by EKEPIS. KEKs plan, organize and offer CVET programmes for employees, unemployed and graduates of all education levels in various fields (environment, health, education, agriculture, finance, services etc). CVET focuses in specific population groups: • Training for the unemployed; • Training for employees in the private sector; • Training for employees in the broader public sector; • Training for socially vulnerable groups. In Geece, CVET does not belong to the formal education system.

  13. MAIN PROVIDERS AND TARGET GROUPS OF CVET CVET, which is publicly promoted, is providedby the Vocational Training Centres (KEK) of the Manpower Employment Organization (OAED) Apart from KEKs of OAED, private KEKs and KEKs run by social partnersalso provide publicly promoted CVET since many of their training programmes are subsidised by OAED. More specifically, they implement CVET programmes that OAED entrusts them after formal proposals. Publicly promoted CVET is not part of formal education; it is co-financed by the European Social Fund and the state budget The programming of the activities of OAED is in accordance with the National Strategic Reference Framework (ESPA). Vocational training programmes supported by OAED are relevant to the: • Long-term unemployed; • Women; • Social groups facing exclusion or risk exclusion from the labour market.

  14. Trainee assessment systemsin Vocational Training Centres (KEKs) • KEKs implement trainee assessment systems • on the basis of the training curriculum; • on successful completion of their courses • Trainees receive a certificate of attendance Because publicly promoted CVET is not part of formal education, it cannot provide certificates officially recognised by the state. Consequently, these certificates are not documents that their holders can use in order to seek a position in the public sector. Nevertheless, certificates of attendance at such courses are an element that may be positively taken into account during staff selection procedures by employers. They also constitute qualifications for their career development in their jobs.

  15. Publicly promoted CVET programmes in other ministries • The Vocational Training Centre (KEK) of the General Secretariat of Adult Education (GGEE) • which belongs to the Ministry of National Education and Religious Affairs • The Ministry of Rural Development and Food (YPAAT) through the Organization of • Agricultural Vocational Education Training and Employment (OGEEKA) implements CVET • programmes in the agricultural sector. • The National Centre for Public Administration and Local Government (EKDDA) is a public • entity under the supervision of the Ministry of the Interior, Public Administration and • Decentralisation • The Ministry of Tourismhas set up and runs CVET structures throughout Greece for • people working in tourism or seasonal workers The National Accreditation Centre for Continuing Vocational Training (EKEPIS) is responsible for the quality of non-formal vocational training courses

  16. PUBLICLY PROMOTED CVET FOR ALL The Manpower Employment Organization (OAED), through its nationwide network of Vocational Training Centre (KEKs),implements continuing vocational training programmes thataim at: • the integration of unemployed trainees in the labour market, • the continuing training of employees, • the implementation of European mobility programmes, • counselling and guidance for enterprises and people, • the provision of technical support for submitting proposals for European programmes. The programming of the activities of OAED is in accordance with the National Plan for Employment. Continuing vocational training programmes supported by OAED are: • Continuing vocational training courses for the unemployed. • Pilot vocational training courses for young people, who have abandoned the formal education system (early school leavers). • Training courses for self-employed people (small family enterprises employing 1 to 5 persons), who require education or skills to meet the requirements of their occupations. • CVET for vulnerable social groups.

  17. TRAINING FOR UNEMPLOYED PEOPLE AND OTHERS VULNERABLE TO EXCLUSION IN THE LABOUR MARKET CVET for the unemployed and others vulnerable to exclusion in the labour market is provided by Vocational Training Centres (KEKs) within the Operational Programmes (OP) of the Ministry of Employment and Social Protection(2007-2013) (1) The OP ‘Employment and Vocational Training’ • Training of unemployed people in accredited Vocational Training Centres • Target groups are young unemployed people, long-term unemployed people, women (60% of the total number of the unemployed), older unemployed (45-64 years of age), social vulnerable groups.(150 to 400 training hours) • ‘Integrated Intervention for Disadvantaged Groups (Repatriates)’ • ‘Integrated Interventions for Unemployed People with Particular Cultural Characteristics’ (200-500 hours) • ‘Integrated Interventions for Special Disadvantaged Groups (People with Disabilities and Former Drug Addicts)’ * (not over 500 hours) * The training institutions responsible for carrying out the last programmes are specialised Vocational Training Centres for people with disabilities (KEK AmeA ) and Specialised Centres for the Social and Vocational Integration of Former Drug Users and Drug Users in Treatment. These do not only implement training actions but also provide accompanying support services.

  18. TRAINING FOR UNEMPLOYED PEOPLE AND OTHERS VULNERABLE TO EXCLUSION IN THE LABOUR MARKET (2) Operational Programme (OP) ‘Human Resources Development’ The Ministry of National Education and Religious Affairs (YPEPTH) through the General Secretariat of Adult Education (GGEE), which runs the Vocational Training Centres (KEK), can implement programmes that belong to the following fields: • Green professions; • Health and welfare professions; • Culture and Sports professions; • Teaching professions; • Finance and Administration professions; • Information technology professions; • Tourism and Services professions; • Agriculture professions; • Technical and Transport professions. Beneficiaries: The programmes of KEK/GGEE address: • Unemployed; • Employed; • Socially vulnerable groups (immigrants, repatriates, refugees, Roma, prisoners, ex prisoners, young people at-risk, former drug-users.

  19. LIFELONG LEARNING (LLL) STRUCTURES LLL structures are not classified in the formal VET system. The main body providing LLL is the General Secretariat of Lifelong Learning (GGDVM), which has the responsibility for adult education and training The General Secretariat of Adult Education (GGEE) supervises the Institute of Lifelong Adult Education (IDEKE) which has the responsibility of managing the following lifelong education structures: • Second Chance Schools (SDE) for adults, who have not completed compulsory education; • Adult Training Centres (KEE); • Parent Schools; and • Centre of Distance Lifelong Education (KE.DVM.AP). The General Secretariat of Adult Education (GGEE)has also the immediate responsibility for the organization and operation of one Vocational Training Centre and 54 Prefectural Committees of Adult Education (NELE) for adults at all education levels. The main body providing lifelong education at a tertiary level is the Hellenic Open University (EAP).The academic programmes are based on the principle of distance learning and the corresponding degrees are equivalent to those issued by Universities.

  20. LIFE LONG LEARNING: CONCERN FOR SOCIAL INTEGRATION The most important aim of lifelong education is to constitute a dynamic policy factor for social integration. Accordingly, a series of programmes focusing on socially vulnerable and disadvantaged groups are being implemented and promoted Examples that demonstrate this major policy concern for social integration: • Education and training adult gypsieswhich includes: literacy, vocational training, health education and parental counselling • Education for repatriateswhich includes: Modern Greek language, History, Literature, Geography, Labour Legislation, information about the operation of Greek public services • Education and training for prisoners or former prisoners in Greek reformatory institutions,programmes include: literacy, social and psychological support, vocational training various trades, such as carpentry, pottery, silver work, car mechanics and new technologies • Training for conscriptswhich includes: health issues with particular reference tosexually transmitted diseases and AIDS

  21. LIFE LONG EDUCATIONAL PROGRAMMES The following autonomous LLL educational programmes are offered: 1. “Training of Adults in the acquisition of basic skills in New Technologies – Heron” 2. “Training of Farmers in order to Undertake Activities in the Secondary and Tertiary Sector of the Economy – Hesiod” 3. “Risk, Crisis, Emergencies and Disasters Management: I Protect Myself and Others – Offer of Voluntary Services” 4. “Greek Language Learning as a Second Language to Working Immigrants” 5. “Health Education – Sexually Transmitted Diseases – AIDS” 6. “Instruction and Counselling Support of families of Gypsies, Muslims, Repatriates and Immigrants” Despite the actions that have been taken, Greece is in the lowest rank among member states in the field of the citizens' participation in lifelong learning programmes of education and training as far as the age group 25-64 is concerned. Greek participation in 2007 was only 2.1% while EU 27 average participation is 8.6%.

  22. MATCHING VET PROVISION WITH LABOUR MARKET NEEDS: SYSTEMS AND MECHANISMS FOR THE ANTICIPATION OF SKILL NEEDS • The Transition Observatoryin the Pedagogical Institute (PI) aims at monitoring of the external efficiency of the secondary education system. The Transition Observatory provides the mechanisms for anticipating skills needs in formal education. It deals with the transition of school-leavers from education to work • The mechanisms for anticipating skills needs for Vocational Training Institutes (IEK) are provided bythe Organization of Vocational Education and Training (OEEK). OEEK proclaims new specialties, modernises, replaces or abolishes older ones which do not respond to contemporary social or economic needs according to the dictum of Tripartite Advisory Committees (TSE) which consist of representatives of IEK, employers, employees and the social partners. • Employment Observatory Research Informatics SA (PAEP), that is affiliated to the Manpower Employment Organization (OAED), aims at registering and analyzing the basic indicators on the labour market and employment. • Vocational Training SA, also affiliated to OAED, collaborates with PAEP and makes use of the above information in order to develop training programmes in its Vocational Training Institutes (IEKs) and Vocational Training Centres (KEK).

  23. SETTINGS IN WHICH GUIDANCE MEASURES ARE CARRIED OUT IN GREECE A. Education sector • Career & Counselling Centres - KE.SY.P • They provide education and vocational guidance services and information to young people up to 25 years of age and to their parents (79 KE.SY.P Centres in Greece) • School Career Counselling Offices (GRA.SE.P) They support the implementation of Vocational Guidance in schools, as well as provide counselling and information to students and their parents(housed in 200 major or jointly-housed schools) • Implementation of the Vocational Guidance Institution in the Classroom (SEP) (an additional item in the curriculum) • Career Services Offices for Universities & Technological Educational Institutes (GD) • Office of the Pedagogical Institute for People with Special Needs • Organization for Vocational Education and Training - O.E.E.K. (aims to provide timely and reliable Vocational Guidance and Counselling services to students of public Institutes for Vocational Training, IEK)

  24. SETTINGS IN WHICH GUIDANCE MEASURES ARE CARRIED OUT IN GREECE B. Employment sector • Centres for Promotion to Employment (K.P.A.)by the Greek Manpower Employment Organization (OAED) • Employment Offices for Special Social Groups by the Greek Manpower Organization (OAED) • Information Offices for the Unemployed and Businesses (GEA) under certain groups of actions taken up by Local Government Organizations, Industrial & Handicraft Chambers, and Trade Unions (Employers and Employees) • Information Office for the Unemployed and Businesses - Greek Workers’ Confederation (G.S.E.E) • Information Centre for the Employed and Unemployed (KE.PE.A) • Information Offices for the Unemployed and Businesses - Local Government Organizations (O.T.A.) • The Hellenic Society of Counseling and Guidance (ELESYP)

  25. Examples of EMPLOYMENT CONCEPTSMinistry of Employment & Social Protection A. Active • Empowerment of the Unemployed for establishing partnerships and business companies in the Culture and Environment sectors. • Subsidy of New Free-Lance Professionals in the Culture sector • Subsidy of New Free-Lance Professionals of the year 2003 • Empowerment of the Unemployed for establishing partnerships and business companies in the Culture and Environment sectors Programme Objective

  26. Examples of EMPLOYMENT CONCEPTSMinistry of Employment & Social Protection B. Non Active • Acquirement of Vocational Experience (Stage) • Subsidy of New Free-Lance Professionals of the year 2004 • Subsidy of Enterprises for creating new posts of work of the year 2004 • Subsidy of Enterprises for creating new posts of work of the year 2003

  27. Existing problems on the VET system and meta level Deficiencies in administration personnel and sociologists, physiologists, various employment status, high educational level of personnel Low budgets or absence of autonomous financing, dependence on European funds to a great extent Low exploitation of best practices and application of existing tools Low participation of early school leavers Wide differentiation in methodologies No standardization, deficiencies in tools use No internal-external evaluation in many agencies Absence of effectiveness indicators Overlapping/conflicting roles and missions between the agencies Boundaries in competences

  28. Suggestion to improve the situation or solve the problems Creative incorporation of career guidance methodologies in school curriculum Raising of the effectiveness Homogenisation of methodologies and introduction of the accreditation procedures Certification of counsellors in using the tools Full use of the psychometric tools in all sectors Standardisation of courses for different target groups

  29. VALIDATION AND RECOGNITION OF NON-FORMAL AND INFORMAL LEARNING IN GREECE Certificates issued by agencies providing non-formal vocational education and training are not officially accredited for the purpose of certifying qualifications There is no certification system for qualifications acquired through: Prefectural Committees for Adult Education (NELE), Vocational Training Centres (KEK) and Liberal Studies Centres (KES) Concerning informal learning, the non-existence certification system for qualifications leads to non-acknowledgement of skills which have been acquired by employees via informal learning with everything this entails in terms of pay, professional rights, etc.

  30. IMPACT OF EUROPEANISATION / INTERNATIONALISATION ON EDUCATION AND TRAINING • The goal of mobility in education and VET is achieved through programmes financed by the European Union within the framework of the Operational Program for Education and Initial Vocational Training (EPEAEK II). They are implemented in cooperation with the Ministry of National Education and Religious Affairs (YPEPTH) and the National Youth Foundation (EIN). • The following programs promote the connection between the Greek educational system and the educational systems of E.U: • Leonardo da Vinci, which is about initial, continuing, and lifelong vocational training and • Socrates and Erasmus, which aim at developing the European aspect of education • Diaplus, in which four countries (Greece, Great Britain, Germany and Cyprus) and seven partners are involved, helps people review their career and redesign their future course. The field of Information Technologies and Communications has been chosen for piloting the tool • Greece also participates in eTwinning, the main action of the European Union’s eLearning programme. It promotes the use of Information and Communication Technologies (ICT) at schools in Europe • OEEK is the “Europass National Centre”.The Europass has been quite successfully applied in Greece. Up to date, 3,200 Europasses have been issued out of 70,000 all over Europe. The rate at a European level is quite higher than the anticipated one, on the basis of population data.

  31. THELATEST DEVELOPMENTS IN THE FIELD OF EUROPEAN TOOLS As far as NQF/ EQF are concerned, an attempt on a pilot basis has been made by the Organisation for Vocational Education and Training (OEEK) and its delegate European Organisations in the framework of the application of NQF. Within the ‘EQF frame’ programme (Malta Qualifications Council- Ministry of Education Youth and Employment, Malta), this attempt aims at aligning specializations in the field of tourism in Greece with standards set by EQF.

  32. THELATEST DEVELOPMENTS IN THE FIELD OF EUROPEAN TOOLS Concerning ECVET, there is no legislation for the accumulation and transfer of qualifications up to now. However, OEEK has implemented the specialties ‘International Trade Executive’ and ‘Small-medium enterprise executive’ in the form of units which were designed in the context of the approved pilot programme Leonardo da Vinci “Cominter” and the corresponding certification units. Apart from Greece, France, Italy, the Netherlands, Portugal, Romania and Slovenia participate in the programme. The development of these profiles aims at facilitating the geographical mobility of trainees coming from the participant countries. During the second stage of the programme the occupational profiles were modified in a curriculum in order to be introduced in public Vocational Training Institutes (IEK). This is the first time that the system of transferring credit units has been implemented at ISCED 4 level in Greece. The programme regards the development of the specialties in the form of certification units in order for the occupational profiles to become compatible with the current system of education and training in force. In this way, trainees can transfer or collect them depending on their needs for occupation or education. In general, the system of credit units of VET aims at increasing mobility as well as transparency of occupational profiles within a national system or among various countries.

  33. THELATEST DEVELOPMENTS IN THE FIELD OF EUROPEAN TOOLS OEEK operating in the field of educational mobility and keeping in track with the needs of the contemporary employment market, has been responsible for putting into practice the Europass – Training initiative. Thus, as the National Centre of Europass, is responsible for its provision, aiming at the promotion of transparency of professional qualifications and skills as well as at the facilitation of mobility in Europe for educational and vocational purposes. Europass, in its expanded form, includes the following five components: the European CV, the Europass Mobility, the Europass Complement to Certificates and Diplomas and the Europass Language Passport. In 2008, 251 Europass mobility documents were issued by OEEK.

  34. THELATEST DEVELOPMENTS IN THE FIELD OF EUROPEAN TOOLS As far as geographical mobility in IVET at post-secondary level is concerned, 35 VET mobility programmes were implemented in 2008. There were two kinds of programmes; IVT (Initial Vocational Training) programmes that addressed trainees and VET PRO programmes for professionals in VET, both functioning in the framework of Leonardo. The total number of IVT programmes in all VET structures implemented in 2008 was 55, while the respective numbers of PLM and VET PRO were 8 and 44. These programmes address the needs of all those that take an active part in VET as well as to the needs of bodies that provide or facilitate VET.

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