- 2022Implementation
Background
The devalued laboratory infrastructure in Greece, with its low rate of digital skills and technology development for vocational education and training (VET), are important reasons for its reduced attractiveness and its questionable effectiveness.
In response, one of the main strategic objectives of the Greek Strategic plan for vocational education, training, lifelong learning and youth is the digital transformation of VET and lifelong learning (LLL); this includes a large number of actions and projects related to the acquisition of digital skills, improvement of digital learning and of digital governance and management. The projects are funded by EU funds and instruments, through the Recovery and resilience facility (RRF) and the Partnership agreement for the development framework 2021-27.
Objectives
The specific objectives are:
- to modernise VET and certification procedures;
- to provide access to state-of-the-art equipment and technology;
- to improve citizen services;
- to facilitate digital transition;
- to improve the quality of VET provision;
The timeframe for all measures included in this policy development is the end of 2025.
Description
This development exemplifies the fourth and fifth objectives of the 2022-24 Strategic plan for vocational education and training , lifelong learning and youth and is also part of the Greek National implementation plan for VET recommendation and Osnabrück declaration. It contains the main actions/activities comprising the digital transformation and modernisation of infrastructure and equipment.
Development of a digital platform for VET
The digital platform for VET is expected gradually to become the core and central tool to support VET-related (administrative and learning) functions of institutions and end users.
The VET platform consists of two main subsystems.
The VET governance subsystem
This sub-system is planned to serve as a communication/information point (a web hub) of access to specific fields, such as the Central council of VET (KSEEK), the Councils linking VET with the labour market (SSPAE), and the Central Scientific Committee (KEE). However, this list of end users is only indicative and not yet finalised. By accessing the platform, these end users (and possibly other councils and committees or ministerial departments with VET or lifelong learning mandate) may communicate on various issues (regional skills needs, specific societal characteristics of local communities) and therefore better plan their actions (on VET and LLL) and link education, training and the labour market effectively. In this platform,...
This development exemplifies the fourth and fifth objectives of the 2022-24 Strategic plan for vocational education and training , lifelong learning and youth and is also part of the Greek National implementation plan for VET recommendation and Osnabrück declaration. It contains the main actions/activities comprising the digital transformation and modernisation of infrastructure and equipment.
Development of a digital platform for VET
The digital platform for VET is expected gradually to become the core and central tool to support VET-related (administrative and learning) functions of institutions and end users.
The VET platform consists of two main subsystems.
The VET governance subsystem
This sub-system is planned to serve as a communication/information point (a web hub) of access to specific fields, such as the Central council of VET (KSEEK), the Councils linking VET with the labour market (SSPAE), and the Central Scientific Committee (KEE). However, this list of end users is only indicative and not yet finalised. By accessing the platform, these end users (and possibly other councils and committees or ministerial departments with VET or lifelong learning mandate) may communicate on various issues (regional skills needs, specific societal characteristics of local communities) and therefore better plan their actions (on VET and LLL) and link education, training and the labour market effectively. In this platform, surveys, studies and results with relevance to training and labour market needs, will be uploaded.
The distance education subsystem
The existing training material is planned to be uploaded in this platform. It is also planned to upload future modularised digitalised study programmes to be used for distance learning purposes by young people not in education, employment or training (NEETs), adults, and trainers for teachers and trainers; a specific ‘train- the- trainer’ programme is already developed. However, this e-learning approach needs to be thoroughly prepared as Greece does not have a sufficient number of e-learning trainers that are specifically trained and certified for the purpose. A specific training programme is being designed to ensure that adult educators are pedagogically sufficient for e-learning provision (noting that non-formal VET trainers, especially, are subject to certain legal requirements and need to be certified by the National Organisation for the Certification of Qualifications and Vocational Guidance, EOPPEP).
Upgrade of laboratory equipment for 117 laboratory centres
The action aims at improving the quality of practical training (taking place in laboratories) through the improvement of the infrastructure of laboratory centres and school laboratories and the supply of appropriate equipment. It includes the renewal and complete modernisation, according to the current technological standards, of equipment in 117 laboratory centres serving vocational training institutes (IEK), vocational upper secondary schools (EPAL), post-secondary year apprenticeship classes, and vocational training schools (VTS).
Digitalisation of EOPPEP
The digitalisation of the organisation is related to:
- the development of IT systems to support the administrative operations of the Organisation as well as to improve the services to citizens (electronic examination system, management system of accredited educational institutions, registries (e.g. for guidance counsellors, non-formal VET trainers, of those successful in IEK exams participants, or other certificates issues by EOPPEP, management system);
- the development of a user-friendly, integrated IT tool to support the management, the transparency of the procedures and the dissemination of the developed and certified occupational profiles which are linked with framework curricula;
- the digitalisation of the certification process for vocational training graduates (EQF levels 3 - 5);
- the development of a pool of examination topics/questions.
In 2022, the implementation of the measure Digitalisation of EOPPEP began.
In December 2022, EOPPEP initiated an open call for tenders, via the web platform for procurements, as legally required. The call was named Design and development of information systems of EOPPEP. This joint-funded project was approved as part of the Next generation EU Resilience and recovery facility (RRF) plan with an estimated value of EUR 6.9 million.
Bodies responsible
- Ministry of Education and Religious Affairs
- General Secretariat for VET, Lifelong Learning and Youth
- National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Adult learners
- Low-skilled/qualified persons
Education professionals
- Teachers
- Trainers
- School leaders
- Adult educators
- Guidance practitioners
Entities providing VET
- VET providers (all kinds)
Other stakeholders
- National, regional and local authorities
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.
This thematic sub-category refers to the ways VET is funded at the system level. Policies include optimisation of VET provider funding that allows them to adapt their offer to changing skill needs, green and digital transitions, the social agenda and economic cycles, e.g. increasing the funding for VET or for specific programmes. They can also concern changing the mechanism of how the funding is allocated to VET schools (per capita vs based on achievement or other criteria). Using EU funds and financial instruments for development of VET and skills also falls into this sub-category.
High-quality and timely skills intelligence is a powerful policy tool, helping improve economic competitiveness and fostering social progress and equality through the provision of targeted skills training to all citizens (Cedefop, 2020). Skills intelligence is the outcome of an expert-driven process of identifying, analysing, synthesising and presenting quantitative and/or qualitative skills and labour market information. Skills intelligence draws on data from multiple sources, such as graduate tracking systems, skills anticipation mechanisms, including at sectoral and regional levels. Actions related to establishing and developing such systems fall under this thematic sub-category.
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category refers to measures for modernising physical infrastructure, equipment and technology needed to acquire vocational skills in VET schools and institutions that provide CVET or adult learning, including VET school workshops and labs.
This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.
European priorities in VET
VET Recommendation
- VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
- VET promoting equality of opportunities
Osnabrück Declaration
- Resilience and excellence through quality, inclusive and flexible VET