VET IN GREECE, 2011

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VET IN GREECE, 2011VET IN GREECE, 2011

Institute of Entrepreneurship Development, Institute of Entrepreneurship Development, Larissa, GreeceLarissa, Greece

University of the AegeanUniversity of the Aegean, Mytilene, Greece, Mytilene, Greece

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POPULATION AND DEMOGRAPHICSPOPULATION AND DEMOGRAPHICSGREECE: GENERAL STATISTICAL DATA 2005GREECE: GENERAL STATISTICAL DATA 2005

Cedefop,2009 – VET in Europe, Country ReportCedefop,2009 – VET in Europe, Country Report

TABLE 1: GREECE: STATISTICS OF 2005 REGARDING THE SURFACE AREA, POPULATION, IMMIGRANTS AND CRUDE RATE OF INCREASE

SURFACE AREA 131 957 Km²

POPULATION 11 082 751 (¹)

POPULATION DENSITY (INHABITANTS/KM²) 83.98 inhabitants/Km²

IMMIGRANTS IN GREECE 762 191 (²)

CRUDE RATE OF INCREASE (PER 1000 INHABITANTS)

2.9 (¹)

Sources:(¹) Statistics focus (EUROSTAT) 26/03/2007

(²)NSSG National Statistics Service of Greece Ellados

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POPULATION & AGE GROUPSPOPULATION & AGE GROUPSCedefop,2009 – VET in Europe, Country ReportCedefop,2009 – VET in Europe, Country Report

TABLE 2: BASELINE SCENARIO UNTIL 2030

Age Group 2010 2020 2030

0-24 2 778 165(24.7%)

2 633 888(23.2%)

2 091 825(19.25%)

25-59 5 730 499(50.96%)

5 659 933(49.89%)

5 286 272(48.66%)

60 + 2 735 454(24.32%)

3 049 103(26.88%)

3 484 605(32.07%)

Total 11 244 118 11 342 924 10 862 702

Source: NSSG National Statistics Service of Greece

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POPULATION POPULATION AGED 18-24 YEARS WITH ONLY SECONDARY AGED 18-24 YEARS WITH ONLY SECONDARY EDUCATION NOT IN FURTHER EDUCATION AND TRAININGEDUCATION NOT IN FURTHER EDUCATION AND TRAINING

Cedefop,2009 – VET in Europe, Country ReportCedefop,2009 – VET in Europe, Country Report

TABLE 2: PERCENTAGE OF THE POPULATION AGED 18-24 YEARS WITH ONLY SECONDARY EDUCATION NOT IN FURTHER EDUCATION AND TRAINING

2002 16.7%

2003 15.5%

2004 14.9%

2005 13.3%

2006 15.9%

2007 14.7%

Source: Eurostat, Labour Force Survey

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INSTITUTIONAL FRAMEWORK: IVETINSTITUTIONAL FRAMEWORK: IVET

(1) The Ministry of National Education and Religious Affairs is mainly responsible for IVET, whereas

(2) The Ministry of Labour and Social Protection

has a role to play.

The two Ministries have been cooperating since 2004 in VET issues

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(1)(1)The Ministry of National EducationThe Ministry of National Education

and Religious Affairs and Religious Affairs

has the responsibility to design, develop and implement policies, through the following bodies:

1. The Pedagogical Institute, an advisory body on educational issues

2. The Department of Technical Vocational Schools in the Secondary Education Directorate, which is responsible for Vocational Lyceums (EPAL) and Vocational Schools EPAS.

3. The Organisation for Vocational Education and Training OEEK, which organises public IEK, supervises private ones OEEK provides formal vocational education and training and has the overall responsibility for the Vocational Training Institutes (IEK), the supervision and monitoring of the Private Institutes for Vocational Training (IIEK)

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(2) (2) The Ministry of Labour and Social ProtectionThe Ministry of Labour and Social Protection

is also involved in IVET through:

1. Apprenticeship Vocational Schools EPAS run by the Manpower Employment Organisation (OAED). There are 52 Apprenticeship EPAS belonging to OAED and supervised by the Ministry of Labour & Social Protection2. Vocational Training Institutes (IEK), run by Manpower Employment Organisation (OAED), at post-secondary level.

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(3) Regional & Local Level(3) Regional & Local Level

3.1. REGIONAL GOVERNMENT:As far as Secondary Education is concerned at a regional level, there are three tiers of administration:3.1.1. Regional Directorates of Primary and Secondary Education,3.1.2. Directorates of Secondary Education and 3.1.3. Bureaus of Secondary Education

3.2. LOCAL GOVERNMENTS: Not applicable

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(4) Social Partners(4) Social Partners

The state enables them to play a vital role in the definition and implementation of the VET strategy and policies in relation to the past. They participate in a

considerable number of institutes, decisionmaking bodies, managerial committees, and other committees by monitoring programmes funded by the EU

• The Federation of Greek Industries

• The Institute for Industrial and

Vocational Training

• The National Confederation of

Hellenic Commerce

• the Development Centre of Greek

Commerce

• The Greek General Confederation

of Labour

• The General Confederation of

Professionals, Craftsmen and

Tradesmen

They have promoted research and publications and have undertaken initiatives for the investment in human resources and the promotion of positive interventions in the labour market (like development of occupational profiles, the creation of accreditation systems etc).

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INSTITUTIONAL FRAMEWORK: CVETINSTITUTIONAL FRAMEWORK: CVET

[A] CENTRAL GOVERNMENT

CVET is mainly provided by:

The Ministry of Employment and Social Protection

The Ministry of Education and Religious Affairs has also a part to play

The Ministry of Employment and Social Protection provides training through the following structures:

(1) Vocational Training Centres (KEK).(2) Publicly promoted CVET for adults is provided by the General Secretariat of Adult Education (GGEE) of the Ministry of National Education and Religious Affairs (YPEPTH). It designs, coordinates and supports basic education and lifelong learning and training for the adult manpower and people at social risk.(3) The Ministry of Rural Development and Food is the provider of CVET in the agricultural sector.(4) Publicly promoted CVET for employees and self-employed people is provided by Vocational

Training Centres (KEK), accredited by the National Accreditation Centre for Vocational Training Structures (EKEPIS) of CVT structures.

Some Ministries organise in-service programmes for employees. They are funded by the third Community Support Framework

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[B.1] Regional & Local Level[B.1] Regional & Local Level[B.2] Social partners[B.2] Social partners

REGIONAL GOVERNMENT

The General Secretariat of Adult Education (GGEE) through 200 Adult Education Centres ( KEE) and Prefectural Committees of Adult Education

(NELE) provides educational services in adult training.

LOCAL GOVERNMENTPrefectures and Municipalities can found Vocational Training Centres

( KEK).

SOCIAL PARTNERSThey co-sign with the Government the National General Collective Labour

Agreement, which determines the provision of training to employees by enterprises and also participate in the formation of occupational profiles.

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MAJOR CHARACTERISTICS OF NON-FORMAL CVETMAJOR CHARACTERISTICS OF NON-FORMAL CVET

CVET is under the responsibility of

(1) the Ministry of Employment and Social Protection (YPAKP) and its executive body,

(2) The National Accreditation Centre for Continuing Vocational Training (EKEPIS). The mission of EKEPIS is the accreditation of Vocational Training Centres (KEKs) and the specialized centres for the social and professional integration of disabled people and ex drug users (Specialized Centre for the Social and Professional Integration

of Disabled people and Drug addicts). KEKs admit graduates of both Secondary and Tertiary Education. They can be either public or private, profitable or non-profitable

organizations and they are accredited by EKEPIS. KEKs plan, organize and offer CVET programmes for employees, unemployed and graduates of all education levels in various

fields (environment, health, education, agriculture, finance, services etc).

CVET focuses in specific population groups:• Training for the unemployed;

• Training for employees in the private sector;• Training for employees in the broader public sector;

• Training for socially vulnerable groups.

In Geece, CVET does not belong to the formal education system.

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MAIN PROVIDERS AND TARGET GROUPSMAIN PROVIDERS AND TARGET GROUPS OF CVET OF CVET

CVET, which is publicly promoted,

is provided by the Vocational Training Centres (KEK) of the Manpower Employment Organization (OAED)

Apart from KEKs of OAED, private KEKs and KEKs run by social partners also provide publicly promoted CVET since many of their training programmes are subsidised by OAED. More specifically, they implement CVET programmes that OAED entrusts them after formal proposals.

Publicly promoted CVET is not part of formal education; it is co-financed by the European Social Fund and the state budget

The programming of the activities of OAED is in accordance with the National Strategic Reference Framework (ESPA). Vocational training programmes supported by OAED are relevant to the:

• Long-term unemployed;• Women;

• Social groups facing exclusion or risk exclusion from the labour market.

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Trainee assessment systemsTrainee assessment systems in Vocational Training in Vocational Training Centres (KEKsCentres (KEKs))

KEKs implement trainee assessment systems

• on the basis of the training curriculum;

• on successful completion of their courses

Trainees receive a certificate of attendance

Because publicly promoted CVET is not part of formal education, it cannot provide certificates officially recognised by the state. Consequently, these certificates are not documents that their holders can use in order to seek a

position in the public sector. Nevertheless, certificates of attendance at such courses are an element that may be positively taken into account during staff selection procedures by employers. They also constitute

qualifications for their career development in their jobs.

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Publicly promoted Publicly promoted CVET programmes in other CVET programmes in other ministriesministries

• The Vocational Training Centre (KEK) of the General Secretariat of Adult Education (GGEE)

which belongs to the Ministry of National Education and Religious Affairs

• The Ministry of Rural Development and Food (YPAAT) through the Organization of

Agricultural Vocational Education Training and Employment (OGEEKA) implements CVET

programmes in the agricultural sector.

• The National Centre for Public Administration and Local Government (EKDDA) is a public

entity under the supervision of the Ministry of the Interior, Public Administration and

Decentralisation

• The Ministry of Tourism has set up and runs CVET structures throughout Greece for

people working in tourism or seasonal workers

The National Accreditation Centre for Continuing Vocational Training (EKEPIS) is responsible for the quality of non-formal vocational training courses

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PUBLICLY PROMOTED CVET FOR ALLPUBLICLY PROMOTED CVET FOR ALL

The Manpower Employment Organization (OAED), through its nationwide network of Vocational Training Centre (KEKs), implements continuing vocational training programmes

that aim at: • the integration of unemployed trainees in the labour market, • the continuing training of employees, • the implementation of European mobility programmes, • counselling and guidance for enterprises and people, • the provision of technical support for submitting proposals for European programmes.

The programming of the activities of OAED is in accordance with the National Plan for Employment. Continuing vocational training programmes supported by OAED are:

• Continuing vocational training courses for the unemployed. • Pilot vocational training courses for young people, who have abandoned the formal education system (early school leavers). • Training courses for self-employed people (small family enterprises employing 1 to 5 persons), who require education or skills to meet the requirements of their occupations. • CVET for vulnerable social groups.

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TRAINING FOR UNEMPLOYED PEOPLE AND OTHERS TRAINING FOR UNEMPLOYED PEOPLE AND OTHERS VULNERABLE TO EXCLUSION IN THE LABOUR VULNERABLE TO EXCLUSION IN THE LABOUR

MARKETMARKET

CVET for the unemployed and others vulnerable to exclusion in the labour market is provided by Vocational Training Centres (KEKs) within the Operational Programmes (OP) of the

Ministry of Employment and Social Protection (2007-2013)

(1) The OP ‘Employment and Vocational Training’

•Training of unemployed people in accredited Vocational Training Centres

Target groups are young unemployed people, long-term unemployed people, women (60% of the total number of the unemployed), older unemployed (45-64 years of age), social

vulnerable groups. (150 to 400 training hours)

• ‘Integrated Intervention for Disadvantaged Groups (Repatriates)’

• ‘Integrated Interventions for Unemployed People with Particular Cultural Characteristics’ (200-500 hours)

•‘Integrated Interventions for Special Disadvantaged Groups (People with Disabilities and Former Drug Addicts)’ * (not over 500 hours)

* The training institutions responsible for carrying out the last programmes are specialised Vocational Training Centres for people with disabilities (KEK AmeA ) and Specialised Centres for the Social and Vocational Integration of Former

Drug Users and Drug Users in Treatment. These do not only implement training actions but also provide accompanying support services.

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TRAINING FOR UNEMPLOYED PEOPLE AND OTHERS TRAINING FOR UNEMPLOYED PEOPLE AND OTHERS VULNERABLE TO EXCLUSION IN THE LABOUR VULNERABLE TO EXCLUSION IN THE LABOUR

MARKETMARKET

(2) Operational Programme (OP) ‘Human Resources Development’

The Ministry of National Education and Religious Affairs (YPEPTH) through the General Secretariat of Adult Education (GGEE), which runs the Vocational Training Centres (KEK), can implement

programmes that belong to the following fields:• Green professions;

• Health and welfare professions;• Culture and Sports professions;

• Teaching professions;• Finance and Administration professions;

• Information technology professions;• Tourism and Services professions;

• Agriculture professions;• Technical and Transport professions.

Beneficiaries: The programmes of KEK/GGEE address:• Unemployed;

• Employed;• Socially vulnerable groups (immigrants, repatriates, refugees, Roma, prisoners,

ex prisoners, young people at-risk, former drug-users.

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LIFELONG LEARNING (LLL) STRUCTURESLIFELONG LEARNING (LLL) STRUCTURES

LLL structures are not classified in the formal VET system. The main body providing LLL is the General Secretariat of Lifelong Learning (GGDVM), which

has the responsibility for adult education and training

The General Secretariat of Adult Education (GGEE) supervises the Institute of Lifelong Adult Education (IDEKE) which has the responsibility of managing the following lifelong education structures:• Second Chance Schools (SDE) for adults, who have not completed compulsoryeducation;• Adult Training Centres (KEE);• Parent Schools; and• Centre of Distance Lifelong Education (KE.DVM.AP).

The General Secretariat of Adult Education (GGEE) has also the immediate responsibility for the organization and operation of one Vocational Training Centre and 54 Prefectural Committees of Adult Education (NELE) for adults at all education levels.

The main body providing lifelong education at a tertiary level is the Hellenic Open University (EAP). The academic programmes are based on the principle of distance learning and the corresponding degrees are equivalent to those issued by Universities.

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LIFE LONG LEARNING: CONCERN FOR SOCIAL LIFE LONG LEARNING: CONCERN FOR SOCIAL INTEGRATIONINTEGRATION

The most important aim of lifelong education is to constitute a dynamic policy factor for social integration. Accordingly, a series of programmes focusing on socially vulnerable and disadvantaged groups are being implemented and promoted

Examples that demonstrate this major policy concern for social integration:

• Education and training adult gypsies which includes: literacy, vocational training, health education and parental counselling

• Education for repatriates which includes: Modern Greek language, History, Literature, Geography, Labour Legislation, information about the

operation of Greek public services• Education and training for prisoners or former prisoners in Greek

reformatory institutions, programmes include: literacy, social and psychological support, vocational training various trades, such as carpentry,

pottery, silver work, car mechanics and new technologies• Training for conscripts which includes: health issues with particular

reference to sexually transmitted diseases and AIDS

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LIFE LONG EDUCATIONAL PROGRAMMESLIFE LONG EDUCATIONAL PROGRAMMES

The following autonomous LLL educational programmes are offered:1. “Training of Adults in the acquisition of basic skills in New Technologies – Heron” 2. “Training of Farmers in order to Undertake Activities in the Secondary and Tertiary Sector of the Economy – Hesiod” 3. “Risk, Crisis, Emergencies and Disasters Management: I Protect Myself and Others – Offer of Voluntary Services” 4. “Greek Language Learning as a Second Language to Working Immigrants” 5. “Health Education – Sexually Transmitted Diseases – AIDS” 6. “Instruction and Counselling Support of families of Gypsies, Muslims, Repatriates and Immigrants”

Despite the actions that have been taken, Greece is in the lowest rank among member states in the field of the citizens' participation in lifelong learning programmes of education and training as far as the age group 25-64 is concerned. Greek participation in 2007 was only 2.1% while EU

27 average participation is 8.6%.

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MATCHING VET PROVISION WITH LABOUR MARKET NEEDS: MATCHING VET PROVISION WITH LABOUR MARKET NEEDS: SYSTEMS AND MECHANISMS FOR THE ANTICIPATION OF SKILL NEEDSSYSTEMS AND MECHANISMS FOR THE ANTICIPATION OF SKILL NEEDS

•The Transition Observatory in the Pedagogical Institute (PI) aims at monitoring of the external efficiency of the secondary education system. The Transition Observatory provides the mechanisms for anticipating skills needs in formal education. It deals with the transition of school-leavers from education to work

•The mechanisms for anticipating skills needs for Vocational Training Institutes (IEK) are provided by the Organization of Vocational Education and Training (OEEK). OEEK proclaims new specialties, modernises, replaces or abolishes older ones which do not respond to contemporary social or economic needs according to the dictum of Tripartite Advisory Committees (TSE) which consist of representatives of IEK, employers, employees and the social partners.

•Employment Observatory Research Informatics SA (PAEP), that is affiliated to the Manpower Employment Organization (OAED), aims at registering and analyzing the basic indicators on the labour market and employment.

•Vocational Training SA, also affiliated to OAED, collaborates with PAEP and makes use of the

above information in order to develop training programmes in its Vocational Training Institutes (IEKs) and Vocational Training Centres (KEK).

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SETTINGS IN WHICH GUIDANCE MEASURES ARE SETTINGS IN WHICH GUIDANCE MEASURES ARE CARRIED OUT IN GREECECARRIED OUT IN GREECE

A. Education sector

•Career & Counselling Centres - KE.SY.P

They provide education and vocational guidance services and information to young people up to 25 years of age and to their parents (79 KE.SY.P Centres in Greece)

•School Career Counselling Offices (GRA.SE.P)

They support the implementation of Vocational Guidance in schools, as well as provide counselling and information to students and their parents (housed in 200 major or jointly-housed schools)

•Implementation of the Vocational Guidance Institution in the Classroom (SEP)

(an additional item in the curriculum)

•Career Services Offices for Universities & Technological Educational Institutes (GD)

•Office of the Pedagogical Institute for People with Special Needs •Organization for Vocational Education and Training - O.E.E.K. (aims to provide timely and reliable Vocational Guidance and Counselling services to students of public Institutes for Vocational Training, IEK)

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SETTINGS IN WHICH GUIDANCE MEASURES ARE SETTINGS IN WHICH GUIDANCE MEASURES ARE CARRIED OUT IN GREECECARRIED OUT IN GREECE

B. Employment sector

•Centres for Promotion to Employment (K.P.A.) by the Greek Manpower Employment Organization (OAED)

•Employment Offices for Special Social Groups by the Greek Manpower Organization (OAED)

•Information Offices for the Unemployed and Businesses (GEA) under certain groups of actions taken up by Local Government Organizations, Industrial & Handicraft Chambers, and Trade Unions (Employers and Employees)

•Information Office for the Unemployed and Businesses - Greek Workers’ Confederation (G.S.E.E)

•Information Centre for the Employed and Unemployed (KE.PE.A)

• Information Offices for the Unemployed and Businesses - Local Government Organizations (O.T.A.)

• The Hellenic Society of Counseling and Guidance (ELESYP)

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Examples of Examples of EMPLOYMENT CONCEPTSEMPLOYMENT CONCEPTSMinistry of Employment & Social ProtectionMinistry of Employment & Social Protection

A. Active

• Empowerment of the Unemployed for establishing partnerships and business companies in the Culture and Environment sectors.

•Subsidy of New Free-Lance Professionals in the Culture sector

•Subsidy of New Free-Lance Professionals of the year 2003

•Empowerment of the Unemployed for establishing partnerships and business companies in the Culture and Environment sectors Programme Objective

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Examples of Examples of EMPLOYMENT CONCEPTSEMPLOYMENT CONCEPTSMinistry of Employment & Social ProtectionMinistry of Employment & Social Protection

B. Non Active

•Acquirement of Vocational Experience (Stage)

•Subsidy of New Free-Lance Professionals of the year 2004

•Subsidy of Enterprises for creating new posts of work of the year 2004

•Subsidy of Enterprises for creating new posts of work of the year 2003

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Deficiencies in administration personnel and sociologists, physiologists, Deficiencies in administration personnel and sociologists, physiologists, various employment status, high educational level of personnelvarious employment status, high educational level of personnel

Low budgets or absence of autonomous financing, dependence on European Low budgets or absence of autonomous financing, dependence on European funds to a great extentfunds to a great extent

Low exploitation of best practices and application of existing toolsLow exploitation of best practices and application of existing toolsLow participation of early school leaversLow participation of early school leavers Wide differentiation in methodologiesWide differentiation in methodologies

No standardization, deficiencies in tools useNo standardization, deficiencies in tools useNo internal-external evaluation in many agenciesNo internal-external evaluation in many agencies

Absence of effectiveness indicatorsAbsence of effectiveness indicatorsOverlapping/conflicting roles and missions between the agenciesOverlapping/conflicting roles and missions between the agencies

Boundaries in competencesBoundaries in competences

Existing problems on the VET system and meta levelExisting problems on the VET system and meta level

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Creative incorporation of career guidance methodologies in school curriculumCreative incorporation of career guidance methodologies in school curriculum Raising of the effectiveness Raising of the effectiveness

Homogenisation of methodologies and introduction of the accreditation Homogenisation of methodologies and introduction of the accreditation proceduresprocedures

Certification of counsellors in using the toolsCertification of counsellors in using the tools Full use of the psychometric tools in all sectors Full use of the psychometric tools in all sectors

Standardisation of courses for different target groupsStandardisation of courses for different target groups

Suggestion to improve the situation or solve the Suggestion to improve the situation or solve the problemsproblems

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VALIDATION AND RECOGNITION OF NON-FORMAL VALIDATION AND RECOGNITION OF NON-FORMAL AND INFORMAL LEARNING AND INFORMAL LEARNING IN GREECEIN GREECE

Certificates issued by agencies providing non-formal vocational education and training are not officially accredited for the purpose

of certifying qualifications

There is no certification system for qualifications acquired through: Prefectural Committees for Adult Education (NELE),

Vocational Training Centres (KEK) and Liberal Studies Centres (KES)

Concerning informal learning, the non-existence certification system for qualifications leads to non-acknowledgement of skills

which have been acquired by employees via informal learning with everything this entails in terms of pay, professional rights,

etc.

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IMPACT OF EUROPEANISATION / IMPACT OF EUROPEANISATION / INTERNATIONALISATION ON EDUCATION AND INTERNATIONALISATION ON EDUCATION AND

TRAININGTRAINING

The goal of mobility in education and VET is achieved through programmes financed by the European Union within the framework of the Operational Program for Education and Initial Vocational Training (EPEAEK II). They are implemented in cooperation with the Ministry of National Education and Religious Affairs (YPEPTH) and the National Youth Foundation (EIN).

The following programs promote the connection between the Greek educational system and the educational systems of E.U:

•Leonardo da Vinci, which is about initial, continuing, and lifelong vocational training and

•Socrates and Erasmus, which aim at developing the European aspect of education

•Diaplus, in which four countries (Greece, Great Britain, Germany and Cyprus) and seven partners are involved, helps people review their career and redesign their future course. The field of Information Technologies and Communications has been chosen for piloting the tool

•Greece also participates in eTwinning, the main action of the European Union’s eLearning programme. It promotes the use of Information and Communication Technologies (ICT) at schools in Europe

• OEEK is the “Europass National Centre”. The Europass has been quite successfully applied in Greece. Up to date, 3,200 Europasses have been issued out of 70,000 all over Europe. The rate

at a European level is quite higher than the anticipated one, on the basis of population data.

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THETHE LATEST DEVELOPMENTS IN THE FIELD OF LATEST DEVELOPMENTS IN THE FIELD OF EUROPEAN TOOLSEUROPEAN TOOLS

As far as NQF/ EQF are concerned, an attempt on a pilot basis has been made by the Organisation for Vocational Education and Training (OEEK)

and its delegate European Organisations in the framework of the application of NQF. Within the ‘EQF frame’ programme (Malta

Qualifications Council- Ministry of Education Youth and Employment, Malta), this attempt aims at aligning specializations in the field of

tourism in Greece with standards set by EQF.

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Concerning ECVET, there is no legislation for the accumulation and transfer of qualifications up to now.

However, OEEK has implemented the specialties ‘International Trade Executive’ and ‘Small-medium enterprise executive’ in the form of units which were designed in the

context of the approved pilot programme Leonardo da Vinci “Cominter” and the corresponding certification units. Apart from Greece, France, Italy, the Netherlands, Portugal, Romania and Slovenia participate in the programme. The development of

these profiles aims at facilitating the geographical mobility of trainees coming from the participant countries. During the second stage of the programme the occupational

profiles were modified in a curriculum in order to be introduced in public Vocational Training Institutes (IEK).

This is the first time that the system of transferring credit units has been implemented at ISCED 4 level in Greece. The programme regards the development of the specialties

in the form of certification units in order for the occupational profiles to become compatible with the current system of education and training in force. In this way, trainees can transfer or collect them depending on their needs for occupation or

education. In general, the system of credit units of VET aims at increasing mobility as well as transparency of occupational profiles within a national system or among

various countries.

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OEEK operating in the field of educational mobility and keeping in track with the needs of the contemporary employment market, has been responsible for putting into practice the Europass – Training initiative. Thus, as the National Centre of Europass, is responsible

for its provision, aiming at the promotion of transparency of professional qualifications and skills as well as at the facilitation of

mobility in Europe for educational and vocational purposes. Europass, in its expanded form, includes the following five

components: the European CV, the Europass Mobility, the Europass Complement to Certificates and Diplomas and the Europass

Language Passport. In 2008, 251 Europass mobility documents were issued by OEEK.

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As far as geographical mobility in IVET at post-secondary level is concerned, 35 VET mobility programmes were implemented in 2008.

There were two kinds of programmes; IVT (Initial Vocational Training) programmes that addressed trainees and VET PRO programmes for professionals in VET, both functioning in the

framework of Leonardo. The total number of IVT programmes in all VET structures implemented in 2008 was 55, while the respective numbers of PLM and VET PRO were 8 and 44. These programmes

address the needs of all those that take an active part in VET as well as to the needs of bodies that provide or facilitate VET.

Documents

VET IN GREECE, 2011