Curriculum, subjects, number of hours

Vocational training institutes

Curriculum, subjects, number of hours

Higher Vocational Training Schools (SAEK)

The General Secretariat for Vocational Education, Training, and Lifelong Learning plans and supervises the curriculum for each specialty of initial vocational training.

Vocational training at Higher Vocational Training Schools  (SAEK) starts in the fall or spring semester of each academic year. The duration of studies, last for a minimum of four (4) semesters and cannot exceed a total of five (5) semesters, in accordance with the Training Guide per specialty, including the period of internship or apprenticeship.

Training includes:

• Theoretical subjects taught in classrooms by a sole instructor with the aim of providing trainees with the knowledge necessary to understand the subject matter of the field in which they are trained.
• Laboratory courses are carried out solely in laboratories and aim at the consolidation of the theoretical part of the training and the acquisition of skills.  
• Mixed courses: these require concurrent theoretical training and skills acquisition.

Under the responsibility of  the General Secretariat for Vocational Education, Training and Lifelong Learning, special scientists, experts, trainers and professional executives, with the assistance of the social partners or other public or private bodies, develop “Τraining Guides" for each specialty, according to the Standard Training Guide. The General Secretariat for Vocational Education, Training and Lifelong Learning supervises the implementation of the Training Guides. 

Training Guides include:

• the institutional framework, which includes in particular the provisions on specialisation and entry requirements, professional functions and professional standards,
• the expected learning outcomes in terms of knowledge, skills and competences, the matching of learning outcomes into credits, where possible,
• the timetable with the curriculum of the theoretical or laboratory unit, developed according to the desired learning outcomes of each lesson,
• the educational methodology for obtaining the learning outcomes, such as learning in the training unit, learning in the workplace or internship and distance education-training,
• the qualifications of trainers,
• teaching methods and
• the necessary equipment, where required, the teaching aids, the qualification pathways, the certification process and the certification standard, including a repository of qualification certification  subjects  which corresponds to the respective level of the National Qualifications Framework.

 The Minister of Education approves the Training Guides of each Higher Vocational Training Schools  (SAEK), after their certification by the Board of the  National Organisation for the Certification of Qualifications & Vocational Guidance (EOPPEP). Upon approval, they are posted on the websites of the Ministry of Education and EOPPEP.

The Apprenticeship Curricula, which also define the weekly distribution between on-the-job learning and laboratory work, remain in force until new training guides replace them.

 During the process of their certification by EOPPEP, graduates of Higher Vocational Training Schools (SAEK) are examined and certified according to the relevant  specilty Guides or Study Programs.

The Training Guides are applied, after being published, for the training of specialties in  SAEK and the certification of their graduates by the EOPPEP, replacing the Guides or the Study Programs of respective specialties.

There will be no new registrations for specialties, which are provided for in l. 4186/2013 but are replaced. Students who have not yet completed their studies in those fiields will normally acquire certified specialty, upon completion of studies. 

Post-secondary year – apprenticeship class

The Post-Secondary Year – Apprenticeship Class program begins on September 1st of each year and is completed on August 31st of the following year. The period for offering specialized laboratory courses may start on October 1st. The workbased learning period may take place from October 1st of each year until August 31st of the following year. The program is considered complete once the required hours of the specialized laboratory course and the days of workbased learning, as specified in the Training Guide, are also completed. The workbased-learning program lasts eight (8) hours daily, and the distribution of hours between the laboratory course of specialty and the workbased-learning program is determined by the Training Guide for each specialty.

The curricula per specialty are defined by the relevant ministerial decisions and mainly cover the laboratory course of the specialty. By decision of the competent Secretary General, the same programs are used to describe the learning outcomes and workplace- learning.
Within the context of linking vocational education and training with the needs of society and the professional and scientific developments, teachers implement the study programs of post-secondary year - apprenticeship class. They are structured  as learning modules consisting of bundles of learning outcomes that cover the scope of each course.

The teaching of the specialized laboratory course in the Post-Secondary Year – Apprenticeship Class takes place at the respective Laboratory Centers (EK) or the School Laboratories of the vocational upper secondary schools (EPAL) beyond EPAL's operating hours, once a week. The daily duration of the specialized laboratory course is set at seven (7) teaching hours, each lasting forty (40) minutes, with a five-minute break between two teaching hours. The content and overall duration of the specialized laboratory course is defined in the corresponding Apprenticeship Training Guide. No classes are held during  Christmas, Easter, and summer holiday periods.

The existing curriculum of post-secondary year - apprenticeship class, regarding laboratory courses, is quite flexible. 20% of the total teaching time, that is 42 out of 203 teaching hours of the apprenticeship program that takes place in the school unit, is covered by the syllabus chosen by the teacher.

The teacher can act autonomously and cover the special educational needs and interests of the trainees, as well as other needs that arise from local or other type of specific circumstances.  He/she can also specify further the rest of the program or even introduce new elements related to the specialty.

Taken into consideration that trainees during their integration in the apprenticeship, are in a transition phase from school to work environment, the implementation of the apprenticeship curricula draws elements both from the pedagogical theories of learning and the principles of adult learning.

The laboratory subject is structured in 1-3 partial thematic units or specific subjects.  It lasts a total of 7 hours.  It is taught outside teaching hours. 

Until the Training Guides for apprenticeship specialties are issued, the Apprenticeship Study Programs approved by the Institute of Educational Policy (IEP) continue to be used for both the teaching of the specialized laboratory course and the workplace-learning program.

The specialties of the Post-Secondary Year of Apprenticeship, which have been provided for by previous legislation, are still valid until their replacement by the procedure defined by l. 4763/2020.

As regards the recruitment of personnel and the selection procedure, information can be found in Ministerial Decision 113530/Κ5/23 on the Νew Regulation on Post-Secondary Year-Apprenticeship Class.  Information regarding the operation and organisation of the Preparatory Certification Program can be found in  Minsisterial Decision 36828/Κ5/30-3-23.

Teaching methods and materials

 Higher Vocational Training Schools (SAEK)

 Their main task is the provision of high-level qualifications, which aim to assist trainees to enter the labour market.

This is achieved through:

• The selection and development of accredited initial vocational training programs that correspond to specific job profiles, based on specialisations with relative higher labour market demand.
• The selection of trainers with appropriate knowledge level or experience to provide high quality training.
• Fully equipped laboratories of formal education structures, which ensure a suitable environment for comprehensive training.

Due to the nature of the training provided, specific teaching material or textbooks are not used in  SAEK. Teachers are free to find and choose teaching materials and methodology.  However, they are assisted in their duties by the deputy head of each  SAEK, who provides relevant guidance.

Teamwork is encouraged as generally every teaching approach aiming at quality training, especially as regards content and means that combine theoretical presentation and laboratory practice.

Practical training at the workplace is also part of the curricula.  Visits to companies are foreseen, as a means to better understand the workplace, in order to assimilate and transform theoretical knowledge  so as to facilitate trainees' access to the labour market.

Laboratory Centers operate as independent administrative structures, that is, as school units.  They co-operate with vocational upper secondary schools and the Higher Vocational Training Schools  based in the same area. They are formed by at least two school units while there are laboratories of different fields and expertise on the premises. They aim at improving students' laboratory practice.

Specialized Vocational Training Schools for people with disabilities may be established. These are  addressed to individuals who are documented as unable to attend general Vocational Training Schools (SAEK).

Higher Vocational Training Schools (SAEK) operate an electronic portal and a specialized electronic application,  also fully accessible to individuals with disabilities, through the Unified Digital Portal (gov.gr), with the following functions:

• Initial vocational training, skills and knowledge updating, such as providing educational material, distance learning, and the use of training applications on portable devices (Mobile Learning),
• Educational administration and networking of the Higher Vocational Training Schools (SAEK), organization of a digital network for managing educational resources and promoting collaborations between school units,
• Continuous evaluation and feedback on the work of the Centers for Vocational Education and Training (KEEK) to which the SAEK. is affiliated, from all involved groups as end users of the  services provided,
• Development and management of human resources, with rational allocation of teaching staff and evaluation of the work of all contributors to the SAEK.
• Information dissemination, social outreach, and promotion of SAEK activities.
• Management of the national graduates network registry (alumni) and recruitment of potential mentors and collaborating business professionals from the national alumni network registry
• Providing career counseling and information (e-counseling), and
• Collaboration with organizations and businesses to facilitate transition to the labor market.

In every public Higher Vocational Training School (SAEK), under responsibility of the Ministry of Education, Religion and Sports, there is a Professional Development and Career Bureau (GEAS). Its responsibilities include:

•  information and advisory support of SAEK trainees and graduates
•  information of the educational community, businesses and trainees and the general promotion of SAEKs
• the organization, supervision and monitoring of the apprenticeship and practical training of SAEK trainees
• monitoring the integration of SAEK graduates in the labor market and the drafting of relevant reports or studies regarding the professional development and careers of  graduates
•  cooperation with the competent services of the Ministry of Education, Religious Affairs and Sports or co-competent ministries and other organizations.
•  counseling in matters of  career orientation for the trainees, with the establishment of scheduled individual sessions at the beginning and at the end of each semester of training
• cooperation with host companies and  monitoring of the trainees' internship progress
• monitoring and supporting the careers of certified graduates
• the alignment of supply and demand in local and sectoral labor markets, for which cooperation agreements may be established with local businesses to develop collaborative relationships
• guidance and advisory support in the development of business activities and ventures by trainees and graduates

Post-secondary year – apprenticeship class 

The implementation of the post-secondary – apprenticeship class is, currently, based on apprenticeship curricula designed by the  Institute of Educational Policy (IEP). The programs meet quality standards set by the approved quality framework of program studies, as well as the criteria that are compatible with the respective validated job profiles of the  National Organisation for the Certification of Qualifications & Vocational Guidance (EOPPEP).

As regards teaching methods, within the framework of the apprenticeship curricula, educational methods and teaching techniques are proposed to the educators. These methods give emphasis on linking theory with practice and are focused on the trainee and his/her needs.

In particular, during the implementation of the apprenticeship curricula, emphasis is given on:

1. Self-motivation
2. Active participation
3. Learning-based experience
4. Collaboration
5. Cultivation of skills and competences

Indicatively, educators may use the following methods and techniques:

1. Debate
2. Exercises-applications related to the professional context of each specialisation
3. Demonstration
4. Case studies
5. Group work
6. Role playing
7. Simulation
8. Projects
9. Problem solving
10. Interview
11. Educational visit.

Emphasis is also given on the practice of trainees' digital and practical skills related to the use of general or special software and machines.

The material in use for the implementation of the post-secondary year - apprenticeship class curricula may be drawn from multiple valid and reliable resources.  Such resources are scientific papers, published surveys, conference minutes, etc. 
In addition, the  educator can use free software and educational tools, if necessary.  Finally, the Institute of Educational Policy (IEP) has support material and guidelines for the specialties of the post-secondary year - apprenticeship class.
 According to l. 4763/2020  the new “Training Guides”, which are approved, certified and  issued, include among others: 

• educational methodology for obtaining  learning outcomes, such as learning in the training unit, learning in the workplace or internship and distance education-training,
• teaching methods and
• necessary equipment, where required, as well as the teaching aids.