Reference year 2023
Version 2023 - Drafted by Olga Kafetzopoulou, Director for VET and LLL Planning and Development, General Secretariat for VET, LLL and Youth, Ministry of Education and Religious Affairs, Greece - Member of Cedefop Community of apprenticeship experts for Greece
1Scheme history
The “Apprenticeship class” scheme was first introduced by Law 4186/2013 within the formal education system but was not implemented as such. By law 4386/2016, the EPAL apprenticeship scheme was established. The EPAL “Post-Secondary Year - Apprenticeship Class” lasted for about 9 months, and was not included in formal education (post-secondary non-formal level). The scheme was launched in the school year 2016-17 as a pilot project and since then it has been constantly expanding in more schools and specialties throughout the country.
The significant expansion of the scheme since its pilot introduction, and the attraction of new learners and employers to apprentices led the EC to include it in the list of good practices of projects funded by the ESF regarding apprenticeship / VET: https://www.minedu.gov.gr/news/43826-14-01-20-metalykeiako-etos-taksi-m…
Law 4763/2020 (See Q1 of the Country fiche) includes provisions for the scheme, including its adaptation to labor market needs and the active involvement of social partners in the scheme governance and in the design of training guides.
The training guides include the requirements to enter the profession, the curriculum, teacher qualifications, teaching methods and the certification process, including a certification question bank for the National Qualifications Framework exams.
Also, the new law increased apprentice remuneration by 25%.
The ‘Post Secondary Year – Apprenticeship Class’ scheme was introduced as one of the pathways offered to graduates of the upper secondary vocational programmes (EPAL).
The scheme was introduced in the context of the VET reforms to help meet Greece’s priorities and objectives both at national and European level, considering the Council Declaration on the European Alliance for Apprenticeships of 15 October 2013, the National Commitment of 2013 and the detailed Strategic Plan for VET and Apprenticeship of 2016.
2Beneficiaries
The scheme admits students aged 18+ who must have completed upper secondary vocational education (EQF 4, typically three-year-long school-based programmes operating under the supervision of the Ministry of Education).
They may hold (a) school-leaving certificate and Specialty degree from a Vocational Upper Secondary School or (a) a school-leaving certificate from a General Upper Secondary School Certificate and a Specialty degree from a Vocational Upper Secondary School.
There is no maximum age limit for enrolment.
The scheme is offered as an option to these graduates among other pathways like higher education, post-secondary VET, upper secondary VET courses in a different specialty, IVET in Vocational training institutes or the labour market.
Since the 2018/19 school-year, graduates of special education vocational schools can enrol in the scheme, after recommendation of the teacher board and the opinion of the relevant Educational and Counselling Support Centre (KESY).
The average age of apprentices is 23.
Since school year 2018/19, data for the “Post-Secondary Year-Apprenticeship Class” are kept in the pilot Apprenticeship Information System. Furthermore, relevant data (microdata) are kept for statistical reasons at the relevant authority due to the funding of apprenticeship programmes from European Social Fund.
3,899 apprentices were enrolled in the scheme in 2022/23
The number of apprentices and the classes offering programmes through this scheme have increased significantly since its introduction (by 348% and 258% respectively). A further increase over 50% is estimated for the 2023/24 school year (over 6,000 apprentices to be placed compared to appx 3,900 the year before).
The number of employers is more than six times higher since the 2016 pilot, exceeding 9,500 employers in 2023/24. Since 2017, the share of the private sector offering placements has increased from approximately 25% to 50% in 2018 and then to 65% in 2023/24 (more than 6,200 private companies participating in apprenticeships).
Evolution of the scheme 2016-2023
| School year | Number of classes | Employers | Apprentices |
| 2016/17 | 179 | 393 appx | 1,119 |
| 2017/18 | 406 | 1,547 appx | 3,089 |
| 2018/19 | 409 | 1,715 | 3,694 |
| 2019/20 | 373 | 2,000 | 3,244 |
| 2020/21 | - | - | - |
| 2021/22 | 333 | 1,427 | 2,872 |
| 2022/23 | 462 | 2,599 | 3,899 |
Source: Information System for the Post Secondary Year – Apprenticeship Class
3Qualifications
The scheme leads to qualifications at NQF level 5.
The apprenticeship scheme is not included in the ISCED 2011 mapping since it was finally regulated and implemented in 2016.
According to the Article 36 of Law 4763/2020, NQF level 5 is awarded to: a) graduates of “Post-secondary year-apprenticeship class”, after certification or b) graduates of Vocational Training Institutes (IEK) after certification (these are mainly school-based post-secondary VET programmes that include a shorter workplace training part, usually in the form of internship but possibly also as an apprenticeship).
So, it is possible that the same specialty can be offered by two different pathways at the same level.
Upon successful completion of the "Post-Secondary Year- Apprenticeship class” scheme, graduates receive a Vocational Training Certificate, which is a requirement to participate in certification exams, in order to achieve Level 5 of the National and the European Qualifications Framework.
The National organization for the Certification of Qualifications and Vocational Guidance (EOPPEP) organizes national-level certification exams for “Post-secondary year- apprenticeship class” for each specialty.
Upon successful examination results, graduates are awarded a Degree in the corresponding Vocational Specialty, Education and Training level 5 (Ptyxio), recognised both in Greece and in the EU member states.
After succeeding in the national certification exams, graduates of the “Post-secondary year-Apprenticeship class” can take part in the exams required to enter Higher education (universities).
Programmes under the “Post-secondary year-apprenticeship class” scheme have a duration of eleven months.
It must be noted that the scheme is offered only to graduates of upper secondary school-based VET (i.e. holders of VET qualifications at EQF level 4).
Workplace training must be at least 50% of the training programme. The exact distribution between the workplace component and the school-based one (laboratory courses) is defined in the Training Guide of each specialty.
In practice, the workplace component is usually considerably higher than the minimum 50%, as the typical alternation mode foresees that every week each apprentice spends one day at the vocational school and four days at the employer’s premises (see Q20)
4Governance
By Law 4763/2020, the Ministry of Education established two new Directorates that share the responsibility of VET, including apprenticeships: The Directorate for the Implementation of Vocational Training and the Directorate for the design and development of VET and Lifelong Learning.
Within the former, the Department for the Organization and Implementation of the Post-Secondary Year - Apprenticeship Class is responsible for regulating and supervising the apprenticeship programme.
Within the latter, the Department for Linking VET and Lifelong Learning with the Labor Market is responsible for ensuring the quality of education, cooperating with stakeholders in order to find positions for apprentices, collecting and maintaining statistical data regarding the programme and developing training guides with the collaboration of social partners.
At the regional level, an Apprenticeship coordinator has been appointed in every regional education directorate. Coordinators are responsible for the implementation of the Post Secondary Year – Apprenticeship Class in their region. They act as liaisons between the schools and the employers and support teachers, trainers and apprentices during implementation. Coordinators also support SMEs by offering advice and guidance, including mentoring and networking opportunities to support employers setting up apprenticeship schemes.
Collaboration and coordination among stakeholders is also facilitated by new Councils set up at national, regional and sectoral level (see Q14 below).
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 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 labor 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.
This committee 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.
Sector Skills Councils were introduced at regional level support the work of KSEEK by systematically monitoring needs for professional skills of each sector and identifying skills shortages and mismatches. Their aim is to improve the link between skills supply and demand by putting forward proposals which will help VET adapt to the constantly changing skills needs of the industry. The first Council that was established is the Textile, Clothing and Leather Sector Skills Council.
In 2024, social partners will be actively involved in the development of new training guides (a model one plus guides for specific specialties), guides for teachers, training material and certification processes (see also Q22).
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 hasn’t been integrated in the daily operation of the scheme yet.
Employer and employee representatives participate in the newly established Liaison Councils (see Q14), 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. The results of the above-mentioned project are still to be evaluated.
The Ministry of Education and, in particular, the General Secretariat for VET & LLL plans and coordinates VET as well as LLL programmes, including the Post-secondary year - Apprenticeship Class. The Department for Linking VET & LLL with the labor market provides regulation to ensure the quality of the apprenticeship, cooperates with stakeholders in order to find positions for apprentices, collects and maintains statistical data regarding the programme, and is responsible for the design of the curricula used for the Post-Secondary Year - Apprenticeship Class. The Department of Organization and Implementation of the Post-secondary year - Apprenticeship Class organizes and supervises the apprenticeships (see also Q13).
The National organization for the Certification of Qualifications and Vocational Guidance (EOPPEP) is responsible for the national certification exams.
Secretaries-general of 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) sit in the Central Council for VET (KSEEK), together with representatives of chambers, employers and employees (see also Q14).
Representatives from the Ministry of Education, the Public Employment Service (DYPA), the Institute of Educational Policy (IEP) participate in the Central Scientific Committee (KEE) (see Q14).
Representatives of Vocational Education Institutes, Secondary Vocational Schools, DYPA vocational schools and regional authorities participate in the regional Liaison Councils (see Q14).
Regional education directorates appoint Apprenticeship coordinators, responsible for the preparation, the coordination and monitoring of the implementation of the Post-Secondary Year - Apprenticeship Class in their region (See Q13).
VET schools and Laboratory Centers (Ministry of Education) offer the school-based component of the programme. VET school principals and Lab Center directors supervise the implementation of the Apprenticeship Classes that are held in their institution.
VET teachers that participate in the Post-Secondary Year - Apprenticeship Class cooperate with local stakeholders in order to find positions for apprentices, teach their classes once a week and supervise the apprentice performance both in the school labs and in the workplace.
5Training at the workplace
By Law 4763/2020, the “Post-Secondary Year - Apprenticeship Class” combines workplace learning in public or private companies with training in a VET school (a seven-hour laboratory course (workshop), i.e. once a week).
Every week, apprentices spend one day at the vocational school and four days at the employer’s premises. Apprentices do not attend school lessons during school breaks (Christmas, Easter) and summer (July, August).
Similar specialties are offered by other VET programmes but the Post Secondary Year – Apprenticeship Class is a distinct apprenticeship scheme, different in many aspects from e.g., school-based VET or the PES apprenticeship scheme (EPAS DYEP) in terms of duration and training content.
Training Guides are designed in particular for the "Post-secondary year-Apprenticeship class" and are regulated by decision of the Minister of Education.
Law 4763/2020 foresees that new curricula are to be developed with the collaboration of social partners thus ensuring that they meet the needs of the labour market.
The new Training Guides will include:
a) requirements needed to enter the profession,
b) professional functions and standards,
c) curriculum for the specialty as well as the expected learning outcomes,
d) timetable,
e) teacher qualifications,
f) teaching methods and the necessary equipment,
g) certification process, including a certification question bank for the National Qualifications Framework exams.
The design of the training guide of each specialty takes into account the relevant occupational profiles (if applicable) certified by the National Organization for Certification of Qualifications and Vocational Guidance (EOPPEP).
By law 4763/2020, employees must follow specific workplace curricula when training apprentices. These are part of the Training Guides which need to be certified by the National Organisation for the Certification of Qualifications and Vocational Guidance EOPPEP.
In 2024, EOPPEP and the social partners will develop new training guides for the scheme (a model one and a methodology for developing training guides, plus guides for specific specialties), followed by guides for teachers, training material and certification processes.
In this process, curricula for the workplace component too are to be developed with the participation of the social partners.
They need to be developed in accordance with the Quality Framework for Apprenticeships and are based on existing occupational profiles of each specialty (and should be updated according to occupational profiles updates by EOPEPP).
They shall include the main learning outcomes that are required for the graduate to access the specific specialty (professional specification) and / or for the development of horizontal skills and / or for specifications in specialties.
Learning outcomes can be developed individually (in separate modules) or in combination (technical and horizontal skills together).
They can also provide learning and assessment instructions.
The must be compatible with the learning outcomes defined for the school-based component (laboratory courses) of the specialty.
The 2024 development (EOPPEP and social partners) will give particular emphasis on digital skills, skills for the green transition and entrepreneurship.
These provisions apply across all apprenticeship schemes to ensure common quality.
According to the Common Ministerial Decision on a «Quality Framework for Apprenticeship» (Β’ 4146/2021), employers must:
a) sign the Apprenticeship Contact
b) provide good conditions for on-the-job training, have the appropriate facilities and equipment, and designate a responsible trainer for trainees
c) meet the necessary hygiene conditions and employee safety and provide them with necessary personal protective equipment during workplace learning
d) must inform the apprentice of the activities, objects and areas of the job and integrate him/her into the work environment.
e) contribute to the acquisition of personal skills and the development of work culture
f) cooperate with the VET school for the implementation of the WBL curriculum, as defined in the Training Guide of the specialty.
Trainers must have the necessary formal and professional qualifications for the profession they train and they must also have attended a special training programme focused on pedagogical content knowledge and skills.
Their duties include a) making sure that the terms of the Apprenticeship Contract are observed as far as working and learning in the workplace is concerned, b) planning, organizing and implementing quality apprenticeship training and c) implementing the curriculum for the specific specialty.
If the trainers lack the required qualifications, then the employer appoints a supervisor from a sectoral body who does.
Law 4763/2020 stipulates that the training and certification of trainers is provided by chambers and sectoral bodies together with social partners in collaboration with co-competent ministries, scientific bodies and educational institutions.
Nevertheless, this has not been implemented yet.
Until a registry of certified trainers is created, local education and training centres hold seminars on improving competences of in-company trainers.
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 Training Guide.
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
According to Articles 10, 11 & 12 of the Ministerial Decision for the Regulation of the “Post- secondary year-Apprenticeship class” (B’ 4771/2022), an apprentice has specific rights and obligations for the apprenticeship period.
The apprentice status is also mentioned in the Quality Framework for Apprenticeship (B’ 4146/2021).
An apprenticeship contract is signed between the employer and the apprentice and is stamped by the director of the Vocational School. The contract is provided by the VET school and includes the obligations and rights of the stakeholders as well as the duration of the training programme. A copy of the signed contract is given to the student, the employer and the VET school (Article 7 of Common Ministerial Decision «Quality Framework for Apprenticeship» - Β’4641/2021).
In 2021, the General Secretary of VET, Lifelong Learning and Youth issued an apprenticeship contract template which should be used for all Post Secondary Year – Apprenticeship Class contracts (B’ 4937). The contract template describes the rights and obligations of the stakeholders as defined in the Quality Framework for Apprenticeship (B’ 4246/2021) and Greek labour legislation and it is posted on the Apprenticeship Information System for the Post-secondary year-Apprenticeship class Apprenticeship.
During the workplace training, apprentices receive a wage (currently covered by ESF funds, see Q32) while employers pay social security contributions, so that apprentices can enjoy social protection and insurance benefits. The time spent at the workplace also counts towards retirement.
All apprenticeship contracts are registered in the central information system used by the Ministry of Labour for all types of employment contracts (ERGANH), under the specific contract type (field) for apprenticeships.
https://eservices.yeka.gr/(S(ppskitjb0fphgyesfo2k5iuj))/login.aspx?ReturnUrl=%2f
Apprentices in the public sector are registered also in the Greek State Payroll Registry.
All apprentices receive a remuneration for the apprenticeship period which is 95% of the minimum wage of the unskilled worker for all in-company training days.
Wage by employers is in principle taxable. In practice, the subsidised part of the wage is tax-free as it is below the taxation thresholds.
By law 4763/2020, the remuneration for the apprenticeship period is set at 95% of the minimum wage of the unskilled worker (as determined by the National General Collective Labor Agreement/EGSEE) for all in-company training days.
This is reiterated in the Joint Ministerial Decision for the Apprentices of the “Post-secondary year-Apprenticeship class” (B’4531/2021).
7Financing and incentives
Originally, apprentice wages are to be paid by employers.
According to the current provisions (as of 2021), apprentice wages are co-financed by the NSRF 2014-20 (ESF) and State budget (see also Q33).
As a result, since 2021 employers are required to pay only the costs of the wage related to social protection and insurance contributions.
An informative note for future (or current) employers is posted on the official website of the Greek Ministry of Education, which lists guidelines on how to offer an apprenticeship place, what are the financial charges for employers, what are the insurance obligations etc..
Employers pay the social protection and insurance contributions.
The bulk of the resources (€44.228.246) for apprentice remuneration was provided by the ESF co-financed O.P “OP Human Resources Development, Education and Lifelong Learning 2014-2020”, with the rest of the planned resources coming from the Ministry of Education budget.
Teachers, school supervisors and programme coordinators receive remuneration that is covered by ESF funds.
As of school year 2021 -2022, employers participating in the Post Secondary Year – Apprenticeship Class pay only for the social protection and insurance contributions.
The rest of apprentice remuneration is funded by the ESF.
For more information on how this scheme is financed, see also Cedefop's Database on financing apprenticeships in the EU: https://www.cedefop.europa.eu/en/tools/financing-apprenticeships/appren…
The wage refers only to the workplace component of training (typically, four days in a week).
See Q31
Graduates of the programme can benefit from a Preparatory course, that prepares them for the centralised examinations that are required to pass before they practice the profession (wherever applicable).