Timeline
  • 2017Approved/Agreed
  • 2018Approved/Agreed
  • 2019Approved/Agreed
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28259

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

The National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP) implements the relevant procedure for the certification of teaching competences of VET teachers. Since 2013, EOPPEP has conducted the pilot cycle of the certification of teaching competence for the initial (IVET) and continuing vocational education and training (CVET) sectors and has continued with the certification examinations in different cycles.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Legislation in 2017 (Law 4485/2017) re-affirmed that, starting from September 2019, the certification of teaching competences of VET teachers and adult educators becomes a prerequisite for their enrolment in training programmes partly funded by the State. This affects post-secondary non-formal IVET and CVET teachers.

It should also be noted that since December 2015, the mechanism for the certification of post-secondary non-formal IVET teachers, which was previously funded by the operational programme Development of human resources, has become self-funded via certification fees that the candidates have to pay on submission of their application and portfolio.

2017
Approved/Agreed
2018
Approved/Agreed
2019
Approved/Agreed

Article 68 of Law 4623/2019 re-affirmed that the certification of teaching competences should be an obligatory prerequisite for employment as an adult educator in IVET and CVET, but this statutory arrangement wasn't implemented.

2020
Implementation

Regarding post-secondary non-formal IVET and CVET teachers, a 2020 law (4722/2020/15.9.2020) re-affirmed the certification of teaching competences of VET teachers and adult trainers as a prerequisite.

In October 2020, a committee of experts on lifelong learning (LLL) was set up to develop recommendations concerning the update of certification procedures for adult trainers. The committee's recommendations focused on upgrading:

  1. the skills of LLL trainers, after taking into account the specifications of adult trainers' occupational profiles and standards;
  2. the profile of the body of experts responsible for evaluating LLL trainers to enter the relevant register (LLL evaluators), by reflecting issues related to the certification of LLL evaluators and the assessment of their work;
  3. the skills of professionals who design and implement LLL programmes.
2021
Implementation

More than 14 760 adult educators were enrolled in the EOPPEP Adult educator registry. The adult educator certificate is a compulsory requirement for teaching in CPD programmes of LLL centres.

From October 2020 to May 2021, EOPPEP evaluated candidates' applications to take part in the certification exams for adult educators. More than 9 000 candidates were (through their portfolio assessment) selected to take part in the upcoming exams.

In September and October 2021, more than 6 000 adult educators took certification exams. After their assessment, they were enrolled in EOPPEP's National adult educator registry.

2022
Implementation

In 2022, 19 168 adult educators were enrolled in EOPPEP's National adult educators registry.

2023
Implementation

The Register of certified adult educators continued to operate under the responsibility of EOPPEP. During the year, more than 7 000 candidates submitted applications to participate in the certification examinations for adult educators.

2024
Implementation

According to Article 54 of Law 4763/2020 (Government Gazette A' 254), lifelong learning centres (KDVM) offering programmes funded by national or EU sources are required to employ only adult educators listed in the EOPPEP register and certified in educational competence relevant to their teaching subject. However, Article 158 of Law 5094/2024 introduces a temporary exemption to this rule.

To apply for the exemption, KDVM must:

  1. submit a formal request to EOPPEP for the employment of a non-certified adult educator;
  2. provide a declaration via the gov.gr platform confirming the unavailability of certified educators.

Following submission, EOPPEP assesses whether the non-certified educator meets the conditions set out in Article 158. The final decision is taken by EOPPEP's Board of Directors. This exemption process is intended as a transitional measure.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Religious Affairs
  • National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Education professionals

  • Trainers
  • Adult educators

Entities providing VET

  • VET providers (all kinds)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Teachers, trainers and school leaders competences

Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.

This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.

The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.

Systematic approaches to and opportunities for initial and continuous professional development of school leaders, teachers and trainers

This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.

Attractiveness of the teaching and training profession/career

This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Country

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Regulation/Legislation
Cite as

Cedefop, & ReferNet. (2025). Certification of post-secondary non-formal IVET and CVET teachers: Greece. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/nl/tools/timeline-vet-policies-europe/search/28259