The Ministry of Education, Religious Affairs and Sports sets systematic training as a strategic priority for any educational reform, so that teachers can respond to the heterogeneity of the pedagogical needs of all, including students.

In collaboration with the Institute of Educational Policy (IEP), the body responsible for the design of training programs (L.1566/1985), the process is being strengthened, with the aim of effectively transitioning to a modern training model.

The National Center for Public Administration and Self-Government is added to the institutions for the training of primary and secondary education teachers.

Training Support Centers (PEKES) that operate at a regional level in the Regional Directorates for Education, also play a primary role in teacher training.

Teacher training is distinguished between mandatory and optional.

The mandatory training forms are listed below (Presidential Decree 250/92):

• Induction training has a  duration of at least 100 teaching hours for candidates to be appointed as Primary and Secondary Education teachers.
• Periodic training in two training courses per academic year, lasts up to three months for permanent teachers.
• Short-term specific training programmes lasting from 10 to 100 hours for all teachers and 200 hours for teachers serving in Special Education units.

Periodic and Specific training programmes concern:

• Teachers serving in Primary and Secondary Education state schools under a non-fixed term employment contract as defined by private law.
• Teachers serving in private schools which operate on an equivalent basis to state schools.

Continuing professional training is either optional or mandatory. It is provided in the form of educational programs, which, after being approved by the Ministry of Education and Religion, are implemented by educational institutions.

A mandatory form of continuing professional training is, for example, training seminars and workshops, which are held in primary education by decision of the Educational Project Coordinator.

The educational meetings in question are intended to examine issues related to the scientific and pedagogical support of teachers, the implementation of curricula, the planning and evaluation of educational work or dealing with problems that hinder the proper functioning of schools.

Organisational aspects

According to l. 4547/2018, with a decree, issued at the proposal of the Minister of Education, Religious Affairs and Sports after the opinion of the IEP, the duration of training of any form, the teaching and exercise programs, the procedure for inviting teachers for training, as well as and the assessment and evidence of training provided to them.

The IEP supports the Ministry of Education in matters related to teacher training. It plans the national strategy for the training of teachers and the certification of educational institutions. Coordinates and monitors the training implementation, certification and evaluation procedures.

Education bodies can be the following (l. 4823/2021):

• School units
• Regional Education Centers 
• Universities and supervised bodies of the Ministry of Education, Religious Affairs and Sports

In particular:

• According to l. 4547/2018, as amended by l. 4823/2021, in the Regional Directorates of Education, the PEKES are established, new structures to support the educational work, with responsibility, among others, for the organization of training, including introductory , as well as supporting the planning and evaluation of the educational project at the regional level. They organize and implement training programs for teachers in collaboration with the IEP or with their own design, as well as training seminars.
• With l. 4610/2019, the National Center for Teacher Education (EKEPE) was established at the Hellenic Open University (EAP). The purpose of the Center in question is the design, implementation, evaluation and assessment of training programs, carried out in person or at a distance, for the education officials and other teachers, the members of the Special Educational Staff (EEP) and the Special Auxiliary Staff (ESP) of Primary and Secondary Education, as well as the candidate members of these categories of staff.
• Educational actions may be organized by the Educational Project Coordinator, in collaboration with the competent Primary Education support structures, from September 1 to 10 and from June 15 to 21 of each year.

Training actions:

• Training of teachers in the exploitation and use of ICT

The programs are implemented based on the mixed training model, i.e. as the case may be, with a combination of live sessions taking place at K.S.E., synchronous distance sessions using a special platform for synchronous distance education and virtual classroom management, as well as asynchronous remote actions, giving the opportunity to participate to all teachers, regardless of where they serve, including remote areas, small islands as well as Greek schools abroad.

The training is developed and implemented at two levels of knowledge and skills:

1. Introductory training for the educational use of ICT (B1 ICT level) and
2. Advanced training for the utilization and application of ICT in teaching practice (B2 ICT level).

The combination of the two levels will lead to the acquisition of knowledge and skills that correspond to comprehensive training for the utilization and application of ICT in the teaching practice (2nd level ICT training). The 2nd Level training has a duration of 36 teaching hours and is aimed at teachers of all branches and specialties.

• Distance learning

The Ministerial Decision under the title: "Start of action: " Fast training of teachers in distance education " was published to meet the training needs of teachers teaching in e-classes.
The Ministry of Education and Religious Affairs, in partnership stakeholders, has implemented an action, which concerned the rapid training of all teachers.
The purpose of the action is to further cultivate the knowledge and skills of teachers in pedagogical and didactic approaches; therefore the methodology of distance education in primary / secondary education will be applied in quality terms, with the support of modern digital media, whether the educational process is live (synchronous) or in a different time (asynchronous).

• Other Training Actions (co-funded or not by Ε.Ε.)

The following is an example of actions implemented by the Institute of Educational Policy for teachers:

1. Training in Special Education and Training
2. Training on specialized educational support for the integration of students with disabilities and / or special educational needs
3. Training in the New Curricula for Foreign Languages - Unified Curriculum of Foreign Languages (EPS-XG) and English Learning Programs in Early Childhood (PEAP)
4. Training in the New Curricula for the subject of Religious Education
5. Training Actions to support the education of refugee children
6. Training of Teachers / Instructors in Apprenticeship issues etc.

ERASMUS+

ERASMUS + is the EU funding programme for education, training, youth and sport. 

The Erasmus + program is managed by the European Commission (the EU executive body), the Education, Audiovisual and Culture Executive Agency (EACEA), the national bodies of the program countries and the national offices of some partner countries.
An example of the actions of the Erasmus+ programme, which relates to teachers’ training,  is the Key Action "mobility project for school education staff”:  The programme offers the opportunity to members of public schools and private institutions (schools) to live a learning experience in another country.
This particular mobility project includes one or more of the following activities:

• Teaching assignments: teachers can receive grants to teach in a partner country school.
• Structured learning courses or training activities abroad: teachers can receive grants to attend training programmes.
• Job shadowing: school teaching staff have the opportunity to spend some time abroad in a partner school or other Educational Institution.

Participants are given the opportunity to improve their knowledge, professional and linguistic skills, abilities, to come into contact with a new culture and civilisation and develop a sense of European identity. 
More information is available on the website of the European Commission and the State Scholarship Foundation (SSF), the Hellenic National Agency of the Erasmus+ programme (“Education and Training” sectors).
Finally, concerning the possibilities offered for online teacher training through eTwinning,  the National eTwinning Support Service in Greece, in collaboration with other competent bodies, has organised semi-annual distance learning e-seminars, with the aim of training teachers on how to make good use of Web 2.0 tools, educational Robotics and innovation in the implementation of eTwinning projects and in the teaching of all subjects.

Incentives for participation in continuous professional development (CPD) activities

Self- improvement constitutes one of the most powerful incentives for teachers’ continuous participation in certified training activities.  Teachers take the initiative to participate  in training activities and/or programmes as it makes them be in touch with their scientific field, innovative pedagogical methods etc.
Furthermore, in the case where a teacher wishes to take a post in educational administration (school advisor, school head). L. 4547/2018 stipulates that the candidate teacher must have certified training on ICT level Furthermore, among the criteria for appointship with credits is certified training in ICT level 2,  one year certified training in a Higher Education Institution Department,  certified attendance of training programmes of the Ministry of Education.  
Finally, in the framework of restricted fiscal policy, facilitation of sabbatical unpaid leaves for one school year is granted to Primary and Secondary Education teachers, in order to complete postgraduate studies.
However, the grant or renewal of paid educational leaves is permitted only to scholars of State Scholarships Foundation (SSF) (law 3528/2007).

Licensing

Under the restrictive fiscal policy, service training facility facilities are granted for one school year only without remuneration to Primary and Secondary Education teachers for the completion of postgraduate studies.
However, the granting - renewal of in-service training licenses with mandatory remuneration to IKY scholarship holders is allowed (Law 3528/2007).

Licenses for educational or scientific reasons are granted by decision of the Regional Director of Education in accordance with Law 3528/2007. These are short-term paid leave, which are issued compulsorily to employees who participate in competitions to receive a scholarship, to be admitted to the National School of Public Administration and Local Government or to be selected to study in postgraduate courses, to participate conferences, seminars and all kinds of scientific meetings, at home or abroad, on subjects of interest to the service.