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This chapter describes the background to the limited links between education and work in Greece, and attempts an analysis of the reasons for this. Factors such as the fact that the majority of occupations are learned on the job, low wages are paid in an effort to make the Greek economy competitive, the effect of foreign influences on the shaping of vocational education, the phenomena of hetero- and multi-employment, and the preference of Greeks for tertiary studies, are considered in detail. There is then a discussion on the prospects of improving the relations between education and economics in Greece, thereby raising the prestige of vocational education, making it more attractive, and achieving closer links between education and the labour market.

The volume from which this chapter is taken may be found at TD/TNC 63.360, and the individual chapters may be found from TD/TNC 63.361 to TD/TNC 63.384. Show less

In 1998, more than 100 researchers and vocational training experts from most European Union (EU) Member States and other countries in Central and Eastern Europe attended a conference that was held in collaboration with the German Federal Ministry for Education, Science, Research and Technology and the European Training Foundation (ETF) to: examine how comparative vocational training research is related to policy and practice and how it contributes to the transfer of innovation in the European context; and assess the current situation and highlight prospects for the development of comparative vocational training research in future.

This paper, which was presented at the first workshop, provides a brief outline of the vocational education and training (VET) research system in Greece and then discusses experiences of Greek participation in the projects EUROPROF (a project aimed at the identification of new occupational profiles for trainers of trainers) and ACCESS (a research project covering Belgium, Greece, the Netherlands and Spain which deals with the problems associated with women’s access to technical occupations, and with the formulation of strategies for the facilitation of their integration in the labour market to improve their status) within the context of Leonardo, the European Union program aimed at improving quality and innovation in VET.

The volume of papers is indexed at TD/TNC 72.305; selected papers are indexed from TD/TNC 72.306 to TD/TNC 72.330. Show less

The initial aim of the PARTICIPA study, 'Towards sustainable employability through participation in continuing vocational education and training (CVET)', was to analyse the structural, organisational and individual factors that influence technical employees' decisions to participate in CVET, focusing on employees using technical skills from industrial small and medium size enterprises (SMEs) in England, Germany, Greece, Italy, Portugal and Spain. The study was broadened to include the interaction of working, learning, performance, development, networking and knowledge creation of technical workers in SMEs. This report draws together the key findings from the project. It is presented in three main parts. The first part, 'Learning, working and development in small and medium size companies: experiences drawn from England, Germany, Greece, Italy, Portugal and Spain', contains the following chapters: Continuing development of technical workers in companies with a 'learning culture' in Spain, Portugal and Greece; Technical workers learning while working in Rome; Continuing vocational education and training of technical workers in Bremen; Technical workers working and learning in companies and networks in England. Part two, 'Experience of using the ISSTAL model as a framework to examine participation in continuing vocational education and training', contains: Participation in continuing vocational education, training and learning: ISSTAL as an analytical framework. Part three, 'Implications of the PARTICIPA project for policy, practice and research', contains: Participation in continuing vocational education, training and learning: commentary on the implications for policy, practice and research. Show less

This paper provides an historical overview of the development of Greece's education system and its major reforms. The Greek educational system has often been characterised as 'one-dimensional' because it offered no alternatives to students who wished to follow a vocational path, different from the mainstream leading to a university degree. The most important problem in Greek upper secondary education is the gap between general and vocational education and training (VET), with many students not even considering a vocational education course. Reform of the education system in the form of comprehensive lykeion was introduced in 1997 and has led to the integration of aspects of vocational and university education. Comprehensive lykeion graduates are granted a national certificate which enables them either to enrol in a tertiary education institution or to receive vocational training by attending institutes of post-secondary education (IEK). This paper concludes with an overview of the reforms to the Greek education system and emphasises that there remains a high degree of uncertainty about the current reform process.

The full volume of papers is indexed at TD/INT 60.37. Show less

This publication is based on two papers which were developed in collaboration between the authors in the course of the [European Union] EU-Commission funded project 'Euroframe: Framework for Continuing Professional Development for VET Professionals'. The first part of this document is the presentation of ideas concerning the establishment of a networked European university for the education and training of [vocational education and training] VET and [human resources development] HRD professionals and its possible implementation. The second one is a blueprint for a curriculum of a Master Study Course on VET and HRD, the Master of Professional Education (MPE). The papers are intended to serve as an input for the further discussion concerning the professionalisation of this important occupational group in a knowledge-based economy. They are also based - besides the work on the mentioned project - on the results of a number of research and development projects in which the authors were involved.

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This paper has been an attempt to bring together a number of perspectives that share an understanding of contemporary identity formation as a structured process. On the one hand, as a process that is configured by systemic constraints that shift and change under the impact of broader social processes and factors related to the conjuncture. As a process in which actors have an enhanced capacity to actively shape their vocational (and other) identities, on the other.

Excerpt from paper. Show less