Quality Assurance in Lifelong Learning and Lifelong Counselling is within the competence of The National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP) in collaboration with the General Secretariat for Vocational Education Training and Lifelong Learning  and other competent bodies. 
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, as well as in the current National Strategic Framework for Upgrading Vocational Education and Training and apprenticeship.
The law 4763/2020 "National System of Vocational Education and Training and Lifelong Learning" aims to make Vocational Education and Training a quality choice and to connect education with the labor market.

Responsible bodies

The General Secretariat for Vocational Education, Training and Lifelong Learning  

The mission of the General Secretariat for Vocational Education, Training and Lifelong Learning  is to design, coordinate, supervise and evaluate policies, actions and programs in the fields of vocational education, training and lifelong learning, without any discrimination. The main purpose is to reinforce the country's human resources by upgrading qualifications, making adaptations in accordance with the real needs of the labor market; to increase employability in new jobs and improve the competitiveness of the Greek economy. Furthermore, it aims to enable personal development and by re-skilling and up-skillling employees. In this framework, it promotes access to equal opportunities for all young people, including young people with disabilities and chronic diseases, for the smooth integration in education and social and economic life.

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

An integrated strategy for quality, efficient and reliable lifelong learning services accompanied by lifelong career development services and tools is one of the horizontal actions of the National Agency for the Certification of Qualifications & Vocational Guidance (EOPPEP). Key objective of this strategy is the development, promotion and integration of 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.
Under the provisions of law 4115/2013, the National Organisation for the Certification of Qualifications & Vocational Guidance (EOPPEP), a legal entity supervised by the Ministry of Education, Religious Affairs and Sports, 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 accreditation and validation of inputs of non-formal education and in particular
  • 1. Licensing private educational and vocational providers, such as Frontistiria and Foreign Language Centers
    2. Certifying Professional Profiles
    3. Certifying Programs
    4. Certifying the educational competence of Adult Teaching Trainers in non-formal education
    5. Determining the conditions and regulations for the operation of Counseling and Vocational Guidance agencies
    6. Determining the qualifications of the Counseling and Vocational Guidance services providers
    7. Keeping relevant registers
    8. Certifying staff providing Consulting and Career Guidance services
• The validation of the output of both Formal and non-Formal Education and Informal Learning and in particular:
• 1. Developing a National Qualifications Framework
  2. Developing and running a system of recognition and validation of skills acquired through non-formal education and informal learning, the certification of these qualifications and their classification to the levels of the National Qualifications Framework.
  3. Aligning the National Qualifications Framework with the European Qualifications Framework (EQF) / National Coordination Point for the European Qualifications Framework (NCP).
  4. Higher Vocational Training Certification for SAEK and SEK Graduates.
  5. Certification of Graduates of the Post-secondary School Year - Apprenticeship Class of Vocational Secondary Schools (EPAL)
  6. The validation of professional competence for specific professions
  7. Licensing Qualification Certification Bodies - Validation of  providers of IT or computer skills certification.
• Licensing, monitoring and supervision of the operation of certification bodies for qualifications acquired through formal Education (level 5), non-formal education and informal learning.

According to l. 4115/2013, the National Organisation for the Certification of Qualifications & Vocational Guidance (EOPPEP) is the National Reference Point of the European Network for Quality Assurance in Vocational Education and Training (EQAVET).

The main focus of the European EQAVET Network is to promote cooperation and exchange of expertise between the Member States, the social partners and the European Commission in order to enhance the quality and the convergence of the various European Vocational Education and Training (VET) systems. In this context, EOPPEP develops a series of actions, which are funded by the European Commission and contribute to the objectives of the network. An example is EOPPEP'S study for monitoring the progress of SAEK graduates in the labor market within the co-funded project of ERASMUS+"EQAVET NRPs 2017-2019". The results of the research are available on the website of EOPPEP. (http://eqavet.eoppep.gr). 

In addition, EOPPEP is responsible for the implementation of a newly co-funded project entitled "Towards an Enhanced Post - covid VET (EPOS - VET)", following the approval of a relevant proposal by the European Education and Culture Executive Agency (EACEA); its main aim is the development of a Quality Assurance Methodology of Initial Vocational Training Programs and its pilot application in selected new-innovative specialties.

This project aims to connect the results of the previous actions of EOPPEP – those of the National Quality System Unit of the Directorate for Communication & Development of EOPPEP as the National Reference Point of the EQAVET network. In particular, current developments in Vocational Education and Training, resulting, on the one hand, from the effects of the pandemic, and, on the other hand, from global changes in the labour market.

The main objectives of the project are:

1. To develop a comprehensive Methodology of Quality Assurance of Initial Vocational Training Programs. This methodology was piloted in selected  innovative Initial Programs (developed / updated in accordance with the provisions of l. 4763/2020. These programs are expected to equip students with knowledge and skills for the development of modern, digital and green economy, in areas of particular importance to the country (such as modern / 'green' agriculture and tourism).
2. To make dynamic use of the "Peer Review" process, so that, with the participation of selected partners of the EQAVET network, the proposed Quality Assurance Methodology can be evaluated and optimized.

Approaches and methods for quality assurance

The General Secretariat is responsible for the preparation of the Rules of operation of the Higher Vocational Training Schools (SAEK) which regulates the criteria for quality assurance of SAEK. The Central Council of Vocational Education and Training is responsible for the quality assurance of the inputs and outputs of the non-formal and informal learning. This Council consists of Representatives of the competent ministries, social partners and the regions. Finally, the  Offices of Vocational Development and Career are responsible for the quality assurance during the internship of SAEK trainees through on-site inspections at the workplace.
Regarding Second Chance Schools (SDE), pursuant l. 4763/2020 there is provision for the importance of competence and the constant renewal and updating of teachers' qualifications as well as the use of appropriate methods and tools for adult education. 

Quality Framework of public Higher Vocational Training Schools (SAEK)

The quality assurance policy applied in SAEK is determined and approved by the Ministry of Education, Religious Affairs and Sports; it should comply with the professional standards, the current regulatory framework and the rules of operation of the Vocational Training system

On this basis, the General Secretariat for Vocational Education, Training & Lifelong Learning issues the Regulation on the Operation of Higher Vocational Training Schools (VET)  (decision K5/160259/15-12-2021). The decision defines the Quality Policy and Framework of SAEK, as well as the Quality Assurance Criteria and Indicators and the Continuous Improvement Process, described below.

The Quality Framework is a single and coherent set of principles, criteria, procedures and quality indicators, following both national policies and European guidelines for quality assurance in Vocational Education and Training (VET) and operates as a tool for improving the quality of the provided Vocational Training services of SAEK.

Continuous Improvement Process

The quality framework is based on continuous improvement based on the following separate and distinct steps :

1. Target setting at the level of quality indicators carried out by the Management of SAEKs on an annual basis.
2. Self-evaluation or internal evaluation that focuses on Higher vocational schools as units; it is a process of thorough analysis of the current situation of the SAEK in question, regarding the observance of quality criteria and the degree of compliance of the operation of the SAEK with the requirements of the Quality Framework.
3. Development of improvement plans. The result of the previous step of self-evaluation process is the understanding of the possible points received by the relevant SAEK and elements for improvement in relation to quality criteria. On-site External Evaluation. The external evaluation is coordinated and carried out, every three years, by a group of evaluators from the Register of Evaluators of EOPPEP. For the external evaluation, the reports of the self-evaluation team of per SAEK are taken into consideration.
4. Publication of Results. The results of the whole process (final score) for each SAEK are posted on the website of the General Secretariat for Vocational Education, Training and Lifelong Learning.

The implementation cycle of the continuous improvement process lasts two years

The framework includes the following quality criteria and indicators such as:

1. Leadership - Organization - Planning (Indicator: Degree of satisfaction of those trained by the Management of SAEK).
2. Provision of Vocational Training Services, Degree of satisfaction of the trainees.
3. Infrastructure - Equipment - Resources. (Indicator: Adequacy of laboratory and technological equipment).
4. Innovation - extroversion (Indicator: Utilization of new information and communication technologies (ICT).
5. Results / outputs (Indicator: Percentage of participation and success rate of IEK graduates in the certification exams of EOPPEP.
6. Absorption from the labor market.

Certification of adult teacher trainers of non-formal education (EOPPEP)

Pursuant to Ministerial Decision ΓΠ/20082/22-10-2012 on the "Certification System of Educational Competence of Adult Educators of Non-Formal Education",  the National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP),  develops and implements an Educational Proficiency Certification System for Trainers of non-formal Adult Education and establishes a Registry of certified non-formal Adult Education trainers, in accordance with the principles and guidelines of the European and National policy. 
Certified teaching qualification is a horizontal skill defined as the proven response to professional functions as well as the verification  the knowledge, skills and competences of the Trainer for Adults as embodied in the relevant certified occupational profile. 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 education and the services provided and the essential upgrading of qualifications of trainers involved in the implementation of programmes.
Since 2020, obtaining a certified educational competence has been a precondition foran instructor to participate in a public funded non formal educational programs. (l 4623/2019). The certification of Teaching Qualification for Adult Teachers entitles registering to the Adult Education Teacher Training Registry.  Applications for participation in the certification process for Teaching qualification is open and continuous. It is supported by a relevant information system that has been developed especially for this purpose. Applications and related documents are checked periodically and assessed in terms of tadult teaching competence in accordance with the provisions of the institutional framework in force.  
The results of the applicant's completeness based on the criteria and conditions set out in the institutional framework, and according to the candidate's level of qualifications, lead to the following options:

1. Direct certification of  adult Teaching Qualification
2. Participation in the Teaching Qualification certification process (through exams)
3. Participation in the Teaching Qualification certification process (through exams) after successfully attending a certified by the National Organization for Certification and Vocational Guidance training programme.

The Teaching Qualification Certification process for adult education trainers complies with the content of the current certified job description profile for Adult training and is in correspondence with the Framework for Adult Teacher Trainer Training Programme. The procedure and methodology details of the certification process for  the Adult Teaching Qualification as well as the exact time the examinations are conducted are decided by the Board of EOPPEP.  

Specifically, the process includes a theoretical and practical part: in the theoretical part the candidates answer short-term questions drawn by an exam question bank, while in the practical part the candidates present a short teaching session to a group of peers who play the role of trainees, in the presence of an Evaluators Committee. 
The adult teaching qualification certification process by exams takes place in selected examination centres  across the country.  The Board of EOPPEP decides whether to grant or not the certification of Teaching Qualification, and the registering of the candidate in the Registry of Adult Trainers.
At the end of this process participants are awarded a certificate of  Adult Teaching Qualification.

National Qualifications Framework

As part of its responsibilities, EOPPEP developed and implemented the National Qualifications Framework (NQF). The National Qualifications Framework addresses to students, employees, unemployed, employers, education and training providers, qualification certification bodies, career counsellors, professional sectors, social partners, and every citizen with 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 (EQF) 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 for providers of non - Formal Education

According to l. 4093/2012, EOPPEP draws an opinion to the licensing body (i.e. the Minister of Education or the General Secretary for Vocational Education, Training, and Lifelong Learning for granting (or modifying) the licence to:

• Private schools of primary and secondary education (and pre-primary schools with up to 60 infants)
• Colleges
• Private institutes of vocational training
• Centers of lifelong learning level one
• For providers above, EOPEPP draws an opinion on compliance with the building requirements of law 4093/2012, while the Minister of Education, Religious Affairs and Sports and the General  Secretary for Vocational Education, Training and Life Long Learning are responsible for granting license to the above structures, where appropriate.

The Board of EOPPEP, grants licence by decision when it comes to:

• Private tutoring schools
• Foreign language centers.

In accordance with min.dec. ΓΠ/20082/22-10-2012, the General Secretary for Vocational Education, Training and Lifelong Learning, in cooperation with EOPPEP is responsible for compliance with the regulations and provisions related to the conditions for licensing, the provision of educational work and general operation of the organization in question.  In this context, the General Secretariat is entitled to carry out regular or ad hoc checking.  This task is undertaken by a three-member committee,  alternatively, by decision of the General Secretary the task of checking maybe outsourced entrusted to authorized stakeholders, throughout the year. 
The Head of the Unit may, also, draw an opinion on the results of the checking for the General Secretary who reserves the right to impute sanctions.  During the checking phase the curricula and syllabus, whether theoretical or laboratorial are taken into account, as it is formulated according to the learning outcomes per subject, the teacher qualifications, the teaching methods, equipment as well as the teaching means. 
The checking results are recorded in a special report and posted on the official website of the General Secretary. The checking phase and the publication of the report should be completed, exclusively, within 30 calendar days.

Licensing system for bodies certifying qualifications

According to l. 4115/2013, entities licensed by EOPPEP may be authorized to monitor and certify qualifications.  After their authorization, entities are placed under the authority of  EOPPEP. 
The terms and conditions for the evaluation, licensing and supervision of all types of bodies are determined each time by a presidential decree, which is issued on a proposal by the Minister of Education and Religious Affairs.
By decision of the Minister of Education and Religious Affairs and the Minister in charge, as appropriate, followed by the recommendation of the EOPPEP’s Board of Directors, the licensing procedure, the required supporting documents and any other specific, technical or detailed issues are regulated.

Quality framework for programs of study in vocational education and training (EEK)

Ministerial decision No. 26412/20-02-2017 establishes a quality framework for study programmes of Vocational Education and Training, setting definitions compatible with the European Qualifications Framework. This quality framework delineates specifications and benchmarking as well as ways for the development and revision of the certification and evaluation process of new and existing Vocational Education and Training programmes. 
Programs are designed to support the connection with the labour market through apprenticeships, the integration of comprehensive core occupational activities into laboratory exercises (project-based learning); the reduction of syllabus and the utilization of the 'flexible area of the program of study', which encourages assignments on important social and professional issues
Special attention is paid to the  update of all specialties in accordance with National Qualification Framework and their holistic approach so as to avoid duplication and facilitate linking and classification of specialties and also mobility between VET (EEK) systems of different countries.

Quality framework – post secondary year - apprenticeship class

Τhe scheme ‘Post-Secondary School Year – Apprenticeship class’ was introduced in the area of Non-formal Education (l. 4386/2016), with a view to aligning education with the social environment and providing quality learning services and substantial vocational opportunities for young adults.
 The Quality Framework for Apprenticeship, as provided under joint ministerial decision ΦΒ7/108652/Κ3/09-09-21, introduces relevant definitions and determines ways and conditions for laying down the contracts between apprentices, employers and the educational institution.  This entails the composition of a National Coordinating Body for the Planning and Implementation of Apprenticeship Programmes, with the cooperation of co-operating Ministries such as the Ministry of Labour, Social Insurance and Social Solidarity; the Ministry of Education, Religious Affairs and Sports; other co-operating bodies or social partners are the Greek Publiv Employment Service (DYPA); the Central Association of Chambers, the Association of the Regions, the Central Association of Municipalities; Apprenticeship Support Groups and of  the Career Office of Vocational Apprenticeship schools (EPAS)-DYPA with the participation of teachers  or trainers of Institutes of Vocational Training.

Professional education and training programmes are dual programmes, that include a) a, a Workplace Learning Program defined as the set of learning activities followed by the apprentices and b) knowledge, abilities and skills or integrated professional activities/projects  described in the learning outcomes of the Training Guide.

 Workplace Learning Programs are developed to include the main body of learning outcomes (knowledge, skills, abilities) required for a graduate's:

• initial access to their specialty (professional specifications)
• and/or the development of horizontal skills and specialization.

Learning outcomes can be developed individually (in separate modules) or in combination (both technical and horizontal skills).

The learning outcomes that the apprentice must achieve can be found in the Training Guide for the specialty which forms part of the Apprenticeship Agreement.

Apprentices who complete the Apprenticeship training programme obtain a certification of vocational qualifications in accordance with the legislation in force related to the National Organization for the Certification of Qualifications and Vocational Guidance.

Public sector entities, as defined by l. 4270/2014, natural persons, legal entities under private law, as well as private enterprises can take part in the implementation of the Apprenticeship educational program; these entities are called "employers".