Reference year 2026
Version 2026
Based on input from DYPA, the Greek Public employment service
1Scheme history
The scheme is a continuation of previous apprenticeship schemes provided by the national public employment service. It exists since the 1950s, but with variations. Formally, the EPAS VET Schools apprenticeship scheme was introduced in 2006 and was regulated with the enactment of Law 3475/2006 ‘Structure and operation of secondary vocational education’. It builds on experience from previous years. Currently the apprenticeship scheme is regulated by Law 4763/2020 on the National System of Vocational Education, Training and Lifelong Learning, and other regulations.
EPAS Apprenticeship programmes provide young people with a combination of class-based theoretical education and on-the-job training in both private and public sector in order to help them acquire professional experience in real work conditions so as to facilitate their integration to the labour market.
2Beneficiaries
EPAS VET schools admit students aged 16-23 who must have completed at least the first grade of the Upper Secondary School (“Lykeio”), either the general or the vocational one.
6,222 learners were enrolled in the scheme in 2025 /2026
Table: Apprentices in 2025-2026, by study year, type of employer, private sector share
School year | Class | Public sector | Private sector | % of private |
2025/26 | A: 3,416 | 536 | 2,405 | 81.77 |
2025/26 | B: 2,806 | 528 | 2,072 | 79.69 |
For comparison, in 2018-19, 6,100 students enrolled in both A & B class, and in 2019-20, 5,500 students.
3Qualifications
Level 3, according to current legislature laid by Law 4763/2020 on the National System of Vocational Education, Training and Lifelong Learning, and other regulations.
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
Technical Vocational Education Schools (Upper secondary education) (Epagelmatiki Sxoli (EPAS), prog. 10032, ISCED-P 2011 level 353 (ISCED97 - 3C).
The qualification awarded on completion of EPAS VET schools programmes is titled ‘Vocational School Certificate’, Level 3 according to law 4673/2020.
The development of EPAS VET schools apprenticeship programs is based on qualification standards and occupational profiles following the legal framework and the relevant lists provided by the National Organisation for the Certification of Qualifications & Vocational Guidance (EOPPEP).
Although in the national context the programs are considered to be offered outside the formal system, the qualifications are formally recognised and included in the NQF. The qualification awarded on completion of EPAS programs is the Vocational School (EPAS) Certificate at EQF/NQF Level 3.
Access to higher education requires enrolment to the last year(s) of upper-secondary VET school-based programmes (EPAL), including evening ones.
Otherwise, graduates can move directly to the labour market.
The duration of EPAS VET Schools is 2 school years.
4Governance
The Greek Public Employment Service (DYPA) is the main authority operating and supervising the EPAS apprenticeship scheme.
The operation of DYPA is based on the following three pillars: (i) promotion of employment; (ii) unemployment insurance and social protection of maternity and family; (iii) vocational education and training. DYPA is the public authority and central structure managing:
• Active Labour Market Policies (ALMPs) for reducing unemployment, promoting employment, and vocational training for both unemployed and employed citizens.
• Passive Labour Market Policies (PLMPs) concerning unemployment insurance measures (regular unemployment benefit) and other social security benefits and allowances (family allowance, maternity allowance etc.).
• ALMPs for initial vocational education combined with on-the-job training (including through the EPAS Apprenticeship scheme).
More specifically, DYPA is a legal entity of public law supervised by the Hellenic Ministry of Labour and Social Insurance. It is directed by its Governor, three subgovernors and the Administrative Board.
DYPA structure consists of the Central Administration, eight Regional Directorates, the network of local Public Employment Services (PES) –also known as Employment Promotion Centres (KPA2) –, and its educational units (EPAS, SAEK and KDBM).
Law 4763/ 2020 further promotes the involvement of social partners, chambers and labour market representatives as well as employee representatives in the overall
apprenticeship governance.
At the national level, the Central Council for Vocational Education and Training (KSEEK) was established and has a competence on apprenticeship among all VET. It consists of the Secretaries-general from competent ministries, the manager of Public Employment Service (DYPA), the President of the National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP) the president of Institute of Educational Policy (IEP) as well as representatives of chambers, employer and employee associations. The Council monitors labour market developments and formulates proposals to the Ministry of Education, for the continuing adaptation of the sectors and specialties offered by VET providers. It also makes proposals for the design of the national policy on VET and lifelong learning.
The Council is supported by the Central Scientific Committee (KEE) whose members are a tertiary teacher, VET experts, Vet teachers and representatives from the Ministry of Education, Public Employment Service (DYPA), the Institute of Educational Policy (IEP). The committee is responsible for conducting scientific research and providing documentation on issues related to improving the quality and effectiveness of vocational education and training, as well as lifelong learning programmes.
At regional level, Liaison Councils for the Production and Labour Market (SSPAE) were established. The Councils consist of representatives of Vocational Education Institutes, Secondary Vocational Schools, DYPA vocational schools, regional authorities as well as employer and employee representatives. Their aim is to mobilize local businesses to participate in internship or apprenticeship programmes and offer consultation to the Central Council for Vocational Education and Training on issues relating to specialties, programmes, activities and special courses in VET.
As a result, at the design level:
1. Social Partners: a) Participate in the Central Council for Vocational Education and Training (K.S.E.E.K.). b) Assist in the development of Training Guides. c) Participate in the Production and Labor Market Association Council (S.S.P.A.E.)..
2. The Central Union of Chambers: a) Participates in the Central Council for Vocational Education and Training (K.S.E.E.K.). b) Encourages its members to promote and support the institution of Apprenticeship. c) Encourages its members to participate in sectoral or local partnerships and initiatives to support apprenticeships
3. The Sectoral Skills Councils: introduced at regional level support the work of KSEEK to a) monitor systematically the labour market trends, b) identify in a timely manner shortages, qualitative and quantitative mismatches between supply and demand and c) submit proposals for the better adaptation of education and training to the changing skills needs of the sector.
At the implementation level:
1. Social Partners are invited to inform their members about the importance of apprenticeship in the national economy and may participate jointly with co-competent Ministries in the voluntary certification of enterprises, with the strategic goal of creating a Register of certified enterprises and trainers of apprenticeship schemes (to be implemented).
2. The Central Union of Chambers: a) Informs its members about the importance of apprenticeships in the national economy and highlights the qualitative characteristics of apprenticeships that should govern the participation of individual businesses. b) May implement and support training programs for trainers within the enterprise, c) Participates jointly with co-competent Ministries and their supervised bodies in the voluntary certification of enterprises, with the strategic goal of creating a Register of certified enterprises and trainers of apprenticeship schemes (to be implemented).
According to the Common Ministerial Decision “Quality Framework for Apprenticeship” (B’ 4146/2021), representatives of social partners, sectoral associations or chambers may sit in the panel for the final assessment together with VET teachers.
However, this provision has not been integrated in the daily operation of the scheme yet.
Employer and employee representatives participate in the newly established Liaison Councils, which, at the implementation level, intend to mobilize local businesses to participate in internship or apprenticeship programmes.
There is no further regulated role for representatives of social partners in the actual delivery of the apprenticeship scheme.
Nevertheless, the social partners have taken the initiative to promote apprenticeship among teachers and trainers (Centre for the Development of Educational Policy of Greek Workers (GSEE)).
In addition, the Union of Hellenic Chambers of Commerce (UHCC) run the project “Upgrading and Enhancing Apprenticeship - Apprenticeship Partnerships” (Operational Programme “Development Education and Lifelong Learning” of the NSRF 2014-2020), aiming to attract businesses in apprenticeships and to support the implementation of apprenticeships in these businesses.
1. The Ministry of Education and Religious Affairs and Sports: a) Is responsible for diagnosing the needs of the labor market in professional specialties and skills through the K.S.E.E.K. b) Determines the specialties offered with the educational methodology of apprenticeship, following a recommendation from the K.S.E.E.K. c) Determines the necessary criteria for all prospective apprentices to register in the Apprenticeship schemes under the responsibility of the Ministry of Education and Religious Affairs and Sports d) Determines the content of the Standard Training Guide for vocational education and training structures, e) carries the responsibility for the updating of the professional outlines for evaluating and certificating the qualifications of graduates of the Apprenticeship schemes g) is responsible for the monitoring and evaluation of Apprenticeship schemes, as well as for monitoring their effectiveness h) It assists, together with co-responsible Ministries, social partners and Chambers, in the voluntary certification of enterprises, with the strategic objective of creating a Register of certified enterprises and trainers of apprenticeship schemes.
2. The Ministry of Labor and Social Insurance: a) defines the terms and conditions of the apprenticeship learning schemes in the workplace, b) is responsible for determining the incentives to encourage the participation of employers in Apprenticeship schemes in cooperation with the Ministry of Education and Religious Affairs and Sports, c) is responsible for the monitoring of the workplace learning part through its competent authorities, d) assists jointly with co-responsible Ministries, social partners and Chambers in the voluntary certification of businesses, with the strategic goal of creating a Register of certified businesses and apprenticeship trainers.
3. The Greek Public Employment Service (DYPA) is the main authority operating and supervising the EPAS apprenticeship scheme (see above).
4. Educational structures: inform the competent governing bodies about the specialties for which they plan to implement apprenticeships and the number of apprentices who have expressed interest in them, in accordance with local needs. Each educational structure is responsible, in cooperation and agreement with employers, for matching apprentices, based on their profile, with the apprenticeship positions offered. In particular, issues of administration of apprenticeship schemes that relate to implementation issues may be included in the Operating Regulations of the educational structures.
The Greek Public Employment Service (DYPA) runs 50 Apprenticeship Vocational Schools (EPAS).
The EPAS VET Schools operate since 1952, successfully implementing the Institution of Apprenticeship: the educational system that combines theoretical and laboratory education in the classroom, with paid Apprenticeship (workplace learning).
The duration of studies is 2 years (4 semesters). Throughout the 2-year duration, the students combine afternoon classes, with morning workplace learning.
Apprentices practice in small/medium-sized enterprises, freelancers, large private companies, public enterprises and organizations, municipalities and the public sector.
Teachers in DYPA EPAS VET schools are a mix of tenured, on a fixed term contract or hourly paid, regarding the employment status.
DYPA maintains a register from which hourly teachers or teachers on a fixed term contract are selected for each school year.
For more detailed information, you can also see Cedefop’s activities on VET teachers and trainers: https://www.cedefop.europa.eu/en/themes/vet-youth-teachers-trainers
Supervision of the implementation of the “on-the-job training” (workplace learning) oart of the programme is exercised by DYPA through the teachers of the EPAS VET schools.
The responsibility of coordinating the implementation of the supervision of the programme lies with the Director of the corresponding EPAS VET school, in accordance with the decisions of DYPA.
The task of the teachers in this case is:
a) to monitor the precise implementation of the learning programmes of the specialty in the enterprises in which the apprentices are placed, and to complete the relevant forms in printed or electronic form in accordance with the instructions of DYPA
b) to ensure the resolution of any disputes between apprentices and employers as well as to deal with any problem that arises during the implementation of the learning program in the workplace
c) to cooperate with the apprentice trainers in each enterprise and with the Directorate of the EPAS VET schools, in order to ensure the best possible conditions for carrying out practical and theoretical training.
5Training at the workplace
17 – 24 hours a week are foreseen for afternoon classes (in EPAS VET schools) and 24-30 hours for on-the-job training.
During the two years of study (grades A and B):
• four or five days a week (5th day being Saturday in some specialties) is devoted to workplace training (on-the-job training) at the workplace according to a specified programme, combined with theoretical studies and workshops in EPAS VET schools in the afternoon
• one day a week is exclusively dedicated to school-based learning (in the morning)
Similar specialties can be also offered by school-based VET, but EPAS apprenticeship is a distinct apprenticeship scheme, different in many implementation aspects than the school-based VET provision at post-secondary level e.g. in terms of duration and training content, and also different from the recently introduced EPAL and IEK apprenticeship schemes at post-secondary level.
Other organization features are common for all schemes (e.g. wage, social insurance, quality conditions).
Curricula are developed in particular for the EPAS apprenticeship scheme and are distinct from those developed for other forms of VET provision.
Curricula are developed in particular for the EPAS apprenticeship scheme and are distinct from those developed for other forms of VET provision.
Model Training guides per specialty are developed based on centrally set guidelines (Model Training Guide template) for EPAS apprenticeships.
The training guides are expressed in terms of learning outcomes and detail both the school-based curriculum and the learning outcomes for the workplace (on-the-job training). The school-based component includes specific requirements for general education subjects, English and STEM (Mathematics, Natural sciences etc. depending on the specialty).
Yes, according to Article 4 of the Ministerial Decision no. 4146/9-9-2021, Quality Framework for Apprenticeship workplace learning should be based on educational programmes based on existing vocational profiles regarding each specialty and must be updated accordingly. In addition, workplace learning Programmes should be developed in accordance with the Framework for Quality Curricula. These provisions apply across all apprenticeship schemes to ensure common quality standards.
Model Training guides per specialty include specifications on the expected learning outcomes for the workplace component (on-the-job training).
According to Article 5 of Common Ministerial Decision no. 26385//16-2-2017, Quality Framework for Apprenticeship employers must:
• sign the Apprenticeship Contact
• provide good conditions for on-the-job training, have the appropriate facilities and equipment, and designate a trainer responsible for apprentices
• meet the necessary hygiene conditions and employee safety and provide them with necessary personal protective equipment during the workplace learning
• must inform the apprentice of the activities, objects and areas of the job and integrate it into the work environment.
• contribute to the acquisition of personal skills and the formation of work culture by the apprentice.
• comply with the terms of the apprenticeship agreement and the terms set out in the learning agreement.
A) The employer participating in an Apprenticeship program of a DYPA EPAS VET school must appoint a trainer, whose name is included in the Apprenticeship Contract.
B) The workplace trainer must have attended a special training programme, short-term, flexible, focused on pedagogical knowledge and skills, and adapted to the specific conditions, and must be certified.
C) The workplace trainer is the employer's liaison person with the educational structure and must have continuous cooperation with it.
D) The workplace trainer supervises the filling in of the workplace learning diary by the student, which he or she co-signs.
E) The workplace trainer must have the necessary formal qualifications and professional rights for the specific profession.
There is no information on arrangements for compensation, in case a company cannot ensure the acquisition of all required learning outcomes for company-based learning as defined by the curriculum.
In practice, if the company fails to provide the indicated training, the contract can be eventually terminated, and the school would be less willing to co-operate with that company in the future.
6Contract and compensation
Apprentice is a specific status, as mentioned in the Quality Framework for Apprenticeship (Article 7).
An apprenticeship contract is signed between the employer, the apprentice (or the apprentice’s guardian in case of an apprentice less than 18 years old) and the director of the EPAS VET school.
The contract form is provided by the EPAS. The duration of the training programme and the obligations of the company must be stated clearly in the contract.
The employer has the obligation to facilitate the apprentice, by allowing them to attend their school training programme.
Each signing party gets a copy of the contract (Article 7 2 of the Ministerial Decision no. 4146/9-9-2021, Quality Framework for Apprenticeship).
The tripartite contract is a specific type of contract, still regulated by the national regulations regarding education and training and labour.
Specifically, apprentices, during the "Workplace Learning Program" are covered by the e-EFKA insurance, for main pension, healthcare (in kind and in cash) and for supplementary insurance.
All apprenticeship contracts are registered in the national information system used by the Ministry of Labour and Social Insurance (ERGANI).
Apprentices receive wage by employers that is in principle taxable.
In practice, the subsidised part of the wage (now paid directly to the apprentice, not through the company) is tax-free, reducing the taxable part below the taxation thresholds.
The remuneration of the apprentice amounts to 80% of the daily minimum wage of a skilled worked, for all four semesters. The wage remains the same for each of the four semesters.
7Financing and incentives
According to the current provisions, EPAS VET schools apprentices, during the –workplace learning periods, receive a wage equal to 80% of the daily wage of a skilled worker (41,09 €), that is 32,60 euro, after insurance contributions.
Employers pay 7,87€, plus insurance contributions of the apprentice, (that is 13,38 €) and a subsidy tops up the remaining amount. The subsidy is paid directly to the apprentice and is co-financed by the NSRF 2021-2027 (ESF funding).
Employers pay approximately 24% of the set apprenticeship wage plus social insurance for the apprentice and insurance contributions.
The bulk of the resources is provided by the ESF co-financed O.P "Human Resources and Social Cohesion 2021-2027" while the rest of the resources coming from DYPA’s budget.
Enterprises participating in the scheme are subsidized for their apprentices. As of 01-04-2025, each apprentice is paid 32,60 € / day (80% of the daily wage of a skilled worker) and the subsidy from the above-mentioned ESF-financed Operating Programme is 25 €, while the employer pays the remaining amount plus insurance contributions.
Career days are organised by DYPA, during which, employers can be informed on the apprenticeship schemes of DYPA EPAS VET schools, but also have the chance to elaborate further on the role of their company in the labour market.
EPAS VET School teachers are tasked to cooperate with the apprentice trainers in each enterprise to ensure the best possible conditions for carrying out practical and theoretical training, and to ensure the resolution of any disputes between apprentices and employers as well as to deal with any problem that arises during the implementation of the learning program in the workplace.
The portal of DYPA has a dedicated section for companies willing to join apprenticeships (https://www.dypa.gov.gr/mathitia?tab=mathitia-epikheiriseis&tab2=mathit…), which offers information on procedures, apprentice wages and subsidization, apprentice leaves etc.
Housing allowance is offered to the apprentices of the A' and B' Grade of EPAS VET schools provided that the following conditions are cumulatively met:
1. They reside permanently in a city other than where the EPAS is based and their daily movement is impossible for the attendance of the courses and their participation in the learning program in the workplace.
2. There is no EPAS VET school with the same specialty in a proximity closer to their place of permanent residence
3. Their attendance has not been deemed insufficient, due to exceeding the number of absences provided for by the current provisions, more than ine time.
4. They have not obtained a degree from another vocational apprenticeship school of the Greek Public Employment Service (former OAED)
The monthly housing allowance is set at 240€
Apprentices of EPAS VET schools who are entitled to housing allowance, are also entitled to a daily food allowance, which amounts to 9.00€ per day.
DYPA runs Career offices (GEAS) that offer career guidance during studies, improve career management skills and support transitions of apprenticeship graduates to the labour market. They also run career fairs of events to link EPAS VET schools and apprentices with employers.
Many EPAS VET schools run Open days, info-points and other events to attract learners (https://schools.dypa.gov.gr/events/). Apprentices participate in competitions, awards for best apprentices are offered occasionally and success stories are published on DYPA apprenticeship web portal (https://schools.dypa.gov.gr/stories/).
EPAS VET Schools for learners with disabilities exist.
For more information on guidance and validation arrangements in the country, you may visit Cedefop’s inventory of lifelong guidance systems and practices and Cedefop’s information hub on validation of non-formal and informal learning.