Brief historical account

Since 1929, when the first attempt to introduce adult education was made in Greece, a number of policies, strategies, bodies and structures have been activated with a view to widen the field.

The key dates that determine the development of adult education are summarised below:

1.     Since 1943 there have been moves for the promotion of general popular education addressing the wider population, first by establishing a relevant directorate at the Ministry of Education of that time and by an upgrading in 1983 which led to the General Secretariat for Popular Education.

2.  In 1984, the General Secretariat for Popular Education established vocational training centres.

3.  In the early 1990s, Vocational Education and Training (VET) was already top priority in the political agenda, due to changes taking place in the global labour market and thanks to programme co-funding opportunities provided by the European Social Fund for young people and adults. L. 2009/1992 made provisions for establishing a National Vocational Education and Training System and the Organisation for Vocational Education and Training (OEEK), as well as the Vocational Training Institutes.

4.  In 1994, the National Centre for Vocational Guidance (EKEP) was established.

5.  In 1995, the Institute of Continuing Adult Education was founded.  It was also responsible for the vocational training centres of the General Secretariat for Popular Education.

6.     In 1997 l. 2525/1997 establishes second chance schools for adults who had not completed compulsory education and stipulates the foundation of the National Centre for the Certification of Structures for Lifelong Learning (EKEPIS).

7.     In 2001, the General Secretariat for Popular Education was renamed to General Secretariat for Adult Education and undertook the planning, co-ordination and implementation of adult education activities and projects at national level (l. 2909/2001).

8.   In 2010, l. 3879/2010 establishes the National Qualification Certification Body (EOPP) 

9.  2011 saw the merging of EKEPIS and EKEP with EOPP which was renamed to National Organization for the Certification of Qualifications and Vocational Guidance (EOPPEP).  

10.   In 2020, l. 4763/2020 attempts a general reform of Vocational Education and Training and Life Long Learning, followed by a restructuring of the General Secretariat for Vocational Education and Training, Life Long Learning and Youth to the Ministry of Education and Religious Affairs to support new policies. 

11.  In 2023, the General Secretariat for Vocational Education, Training, Lifelong Learning and Youth was renamed to the General Secretariat of Vocational Education, Training and Lifelong Learning (presidential decree 77/2023), while policies on Youth are assigned to the newly established Ministry of Social Coherence and the Family

12. In 2024, with l. 5082/2024, further strengthening of the National Vocational Education and Training System is attempted by a) expanding the cooperation between vocational education and vocational training and b) improving synergy between different levels of the National Framework of Qualifications, with the aim of upgrading previously aqcuired knowledge, abilities and skills of graduates. Therefore, ensuring the smoother integration of young people into society and the economy.

Current policies

Nowadays, at central level, the Secretariat General for Vocational Education and Training and Life Long Learning with the Ministry of Education, Religious Affairs and Sports  plans, coordinates, supervises and assesses policies, actions and programs in the field of Vocational Education and Training, and Life Long Learning, without discrimination and exclusions. L. 4763/2020 attempts a holistic reform of Vocational Education and Training and Life Long Learning along the lines of three key objectives:

1.  a common planning for Vocational Education and Training and Life Long Learning,
2. linking Vocational Education and Training and Life Long Learning with the actual needs of the labour market,
3. reskilling already provided Vocational Education and Training.

In the framework of the law above, new structures constituted for the governance of Vocational Education and Training and Life Long Learning include:

1. The Central Board for Vocational Education and Training (KSEEK):  is primarily responsible for drafting proposals and suggestions to the Minister of Education, for the planning of national policies with regard to issues of Vocational Education &Training and Life Long Learning. It mainly aims at promoting knowledge, sustainable development, capitalizing human force abilities and connecting education with labour market and employment. At central level, the Board constitutes the main governance structure and it has a role to play concerning the  flexibility and openness of the VET system. 
2. The Association Councils linking with Production and Labour Market (SSPAE): their mission lies in submitting proposals and suggestions to the Central Board for Vocational Education and Training (KSEEK) for issues of VET, and in particular, in the domains and specializations available in public Higher Schools  for Vocational Training (SAEK),  Post-Secondary – Apprenticeship Programme, public Schools for Training (ΕΣΚ), DYPA Vocational Apprenticeship Schools, as well as for special courses, programs and activities, outside the formal core subject courses. The councils operate at regional level in order to decentralize the governance system for VET having a regulatory role at regional and local level. 
3. The Central Scientific Committee (ΚΕΕ): its mission lies in providing scientific research, study and validation for issues of improving the quality and efficiency of VET and LLL programs. 

Law 4763/2020 attempted to treat several malfunctions, such as: 

• overlapping between educative structures and pathways

• the absence of post-lower secondary level structures

• the existence of obsolete specialisations and training guides

• the inadequate connection with the actual needs of the labour market (including the absence of social partners' engagement in planning VET)

•  the lack of credibility concerning the validation of professional qualifications

• gaps when organising continuous vocational training provided at the Centres for LLL (ΚΔΒΜ).

Pursuant l. 5082/2024, apart from the priorities mentioned earlier:

• Vocational Training Institutes (IEK) were renamed to Higher Vocational Training Schools (SAEK) so that training structures located at Level 5 of the NQF develop new dynamics  and possibilities. This is expected to provide programs and services that will actively contribute to the interconnection of trainees and graduates with the labor market at local, regional and sectoral level.

• SAEK were restructured so as to distinguish between: a) the Vocational Training Sector which provides, initial professional training programs, as well as programs to upgrade skills and update knowledge to non-certified graduates of SAEK. It also provides in-service teacher-training programs and b) the Professional Development and Counseling Sector, which includes the Professional Development and Career Offices, which play an important role in supporting and guiding both trainees and graduates, and provide career guidance and counseling.

• The establishment of Vocational Education and Training Centers (KEEK) were foreseen, to operate as the main pillar that would put in place the coordination of vocational education and training, as well as strengthening extroversion and connection with the labour market. To establish a vocational education and training centre in terms of learning provider, requires one (1) vocational education structure (either a Model Vocational Upper Secondary School (PEPAL) or a mainstream Vocational Upper Secondary School - EPAL) and one (1) Laboratory Center (EK), as well as at least one (1) of the following structures Vocational Training School (ESK) or Higher Vocational Training School (SAEK).

• Subjects of model vocational high schools (PEPAL) are regulated and the main pillar of vocational education, EPAL, is also restructured.

 The Strategic Plan for Vocational Education, Training, Lifelong Learning and Youth 2022-2024  was prepared In the context of the current reform.

As far as the Ministry of Labour and Social Security is concerned, the following policies are applied:

The evolution of DYPA constitutes a pivotal reform (L. 4921/2022) putting at the center of its policies, the fastest labor integration or reintegration of jobseekers and not just their temporary financial support through benefits. The modernization of DYPA, in order to transform it into a modern and flexible European Public Employment Service, also provides for a) rewarding those who are actively looking for work b) upgrading the skills of the country's human capital c) reforming, coordinating and interconnecting training with economy.

DYPA services are improved with a) new tools b) the goal of better coupling of supply and demand in the labor market and closer contact with the field and businesses throughout the country c) the strengthening of the human resources d) the intensification of the digital transition and the improvement of the infrastructures. These interventions respond to the ever-changing needs of the labor market and the economy and provide faster, more and better services to citizens.

Also, with l. 4921/2022, the system of continuing vocational training of the workforce is modernized with the aim of better responding to social and economic needs and linking it with other education and lifelong learning actions with the labor market.  Law 4921/2022, creates the tools to determine the framework and directions for the implementation of targeted training/re-training programs of the workforce in high demand skills. These initiatives are expected to increase effectiveness, i.e. to achieve an increase in employment, productivity and competitiveness in the Greek economy, for the benefit of employees.

In the framework of the above law, the "Strategy for Upgrading Skills of the Workforce and its Interconnection with the Labor Market " drawn up in 2022 along with the establishment of the "National Council for Workforce Skills" and the "Scientific Committee" aim to support the implementation of the Strategy. 

 This strategy prioritizes:

 a) the effective matching of the supply and demand of skills in the labor market

 b) the further involvement of the social partners in the design and implementation of continuing professional training programs

c) the operation of mechanisms for monitoring and highlighting the modern trends in the Greek economy and society

d) the skills required, with an emphasis on skills for digital and green development.

In addition, DYPA establishes a new era in vocational training, with programs that are targeted and cover the new trends and challenges demanded by the labor market with particular emphasis on digital and "green" skills. A significant investment for the horizontal development of the skills of the country's entire workforce, with a primary focus on the digital, green and technical skills required in the labor market is linked to this reform.

The 'new generation' programs for upgrading skills incorporate the following innovations: a) universities acquire a central role in training b) stricter criteria are introduced for the participation of Lifelong Learning Centers  in DYPA programs, including obtaining additional international ISO certificates c) emphasis is placed on certification by independent certification bodies.

Therefore, within an integrated framework of policies and special interventions and actions, which are launched for implementation with resources from different funding sources (utilizing to the maximum extent possible, the resources of the Recovery and Resilience Fund for the coming years) the Ministry of Labor aims to strengthen growth, job creation and economic and social resilience.