Page 1


Romanian food

Norwegean food

Italian food

Madeira Drink

Cretan drink


Romanian Folklore

Teaching Greek Dances

Portugese Traditional Music


Greek Parade, 28th October





Terni, food from the partner countries

3.2. LINGUISTIC DIVERSITY 3.2.1. BASIC PHRASES FOR COMMUNICATION THREE ALPHABETS IN EUROPEAN UNION By Maria Kircheva GREEK BULGARIAN ROMANIAN TURKISH Διιεληθά C Y R I LL I C Româna Türkçe 24 Кирилица 28 29 30 Αά alpha Аа a Aa Ăă Ââ Aa Ββ vita Бб b Bb be Bb be Вв v Cc ce Cc ce Çç 'çe' Γγ gama Гг g Dd de Dd de Γδ delta Дд d Ee e Ee e Δε epsilon Ее e Ff fe/ef Ff fe Жж sz Gg ghe/ge Gg ge/ ğ Εδ zita Зз z Hh ha/haş Hh he Ζε ita Ии i: Ii i Ii Θζ thita Ỉị 'i' Îî Ηη yiota Йй i Jj je Jj je Кк kapa Кк k Kk ka Kk ke Λι lamda Лл l Ll le/el Ll le Μκ mi Мм m Mm me/em M m me Νλ ni Нн n Nn ne/en Nn ne Ξμ ksi Oo Ον omicron Оо o Öö 'ö' Oo Ππ pi Пп p Pp pe Pp pe Ρξ ro Рр r Rr re/er Rr re ΢ο sigma Сс s Ss se/es Ss se Şş Şş Στ taf Тт t Tt te Tt te Τπ ipsilon Уу u Uu u Φφ phi Фф f Uu u Üü ü Υρ chi Х х h Vv ve Vv ve Φς psi Цц ts Xx ik Yy ye Χσ omega Чч ch Zz zet Zz ze Ш ш sh Щ щ sht Ъъ ә Ьь j Юю ju Яя ja

3.2.2. LANGUAGES' SYNTHESIS COMMUNICATION IN THE MOTHER’S TONGUE By Prof. Laura Nădăban, Liceul Pedagogic”Dimitrie Ţichindeal” Arad In a group of such diversity as the Comenius “Elskit” group, choosing a language internationally recognized sunc as English seems the only possible way of communication. But what happens if all participants , or almost, started speaking in their mother’s tongue? An interesting experiment took place in ancient theatre of Archaenes, Crete. The participants in the Comenius project from Italy, Lithuania, Poland, Spain, Portugal, Turkey, Norway, Romania and Greece were the protagonists

of Plato’s Dialogues, namely a fragment of Socrates’ debate wheter “Virtue can be taught or not”. All participants , dressed in costumes resembling the ancient chothing, had to read the same lines in their mother tongue and in the end the same lines alltogether in ancient Greek. At a first glance it may seem akward, but if a just one step further into the matter is taken, things already appear to be different. We just have to take into consideration one “minor” detail. All European civilization come from one place alone: Greece. And if we take one more step we remember that all languages have the same roots. All European languages come from one large group of Indoeuropean family(with the exception of Turkish and the fino – ugric languages). So we go down to the basics we realize that we are not that different after all. We can go even deeper in the history of languages, if only for the mere purpose of showing our common roots. Let’s just quote Sir William Jones who in 1786 wrote: The Sanscrit language, whatever be its antiquity, is of a wonderful structure; more perfect than the Greek, more copious than the Latin, and more exquisitely refined than either, yet bearing to both of them a stronger affinity, both in the roots of verbs and the forms of grammar, than could possibly have been produced by accident; so strong indeed, that no philologer could examine them all three, without believing them to have sprung from some common source, which, perhaps, no longer exists...” A more close to reality experiment was conducted later, in the next Comenius meeting, in Arad. It reffered to common words in Balcanic languages. The result was an amazing one. Lists and lists of words, common words in Greek, Turkish, Bulgarian and Romanian seemen not to be enough to cover them all. Of course, here there is another explanation, which simply refferes to centuries of either living together or simply sharing common historical experiences. Still, if we take into consideration that one language is of Latin origin, another one of Slavic origin, another one is Altaic (the larger Turk family) and Greek , the result continues to bewilder. As a conclusion, communication in the mother’s tongue may have a purpose or even several. Starting with it as a didactic method, or considering the linguistic implications or … simply realizing that all users of such diverse languages belong to one great family: the European family. And the natural result can be but one: friendly relationships that are established between members of one large family.


Agia Sophia, Istanbul

Firenze, Italy

Lisbon, Portugal


Psari Forada, Crete

Arisani Bear’s Cave

Madeira Tropic Gardens

Monsoen Norway

Istanbul Golden Horn

Water falls Terni



European Centre Development of Training

for the Vocational

Cedefop (1) - the European Centre for the Development of Vocational Training, established in 1975 (2), is a European agency that helps promote and develop vocational education and training in the European Union (EU). It is the EU's reference centre for vocational education and training. B1 Cedefop was one of the first specialised and decentralised agencies set up to provide scientific and technical know-how in specific fields and promote exchanges of ideas between different European partners. Originally based in Berlin, in 1995 Cedefop's head office was transferred to Thessaloniki. Cedefop has a liaison office in Brussels. B2 (1) 'Cedefop' is the French acronym of the organisation's official title, European Centre for the Development of Vocational Training (Centre Européen pour le Développement de la Formation Professionnelle). B3 (2) Council Regulation of 10 February 1975 establishing a European Centre for the Development of Vocational Training (Cedefop) EEC No 337/75, Official Journal of the European Communities L39, 13.2.1975 as last amended by Council Regulation EC No. 2051/2004

What Cedefop does Cedefop works to promote a European area of lifelong learning throughout an enlarged EU. It does this by providing information on and analyses of vocational education and training systems, policies, research and practice. Cedefop's tasks are to:     

compile selected documentation and analyses of data; contribute to developing and coordinating research; exploit and disseminate information; encourage joint approaches to vocational education and training problems; provide a forum for debate and exchanges of ideas.

Cedefop has set medium-term priorities to guide its activities and the information it provides.




Cedefop is the European Agency to promote the development of vocational education and training (VET) in the European Union. To ensure economic and social development it is essential that vocational education and training meets the needs of the citizen, the labour market and society. Building on a rich tradition of VET systems in Europe, governments and social partners devise policies for modern and innovative VET, which is a key element for employment, social inclusion and the competitiveness of the EU. Cedefop is the centre of expertise to support the development of VET and evidence-based policy-making. It provides advice, research,analysis, information, and stimulates European cooperation and mutual learning. Its networks allow the Centre to keep abreast of recent developments. Cedefop works closely with the European Commission, governments, representatives of employers and trade unions, as well as with researchers and practitioners. It provides them with up-to-date information on developments, experience and innovation in VET, and forums for policy debate. Cedefop shares its expertise through electronic and hard-copy publications, conferences and working groups. Cedefop is one of the oldest European agencies. It was founded in 1975 and it moved to Thessaloniki, Greece, in 1995.


Presentation material at the Conference "The role of vocational education and training (VET) in meeting the challenges of today and tomorrow" Visit the presentation material from the conference "The role of vocational education and training (VET) in meeting the challenges of today and tomorrow" at Norra Latin in Stockholm, on 12-13 November. The conference addressed two main themes:  

The first theme concerns short-term challenges related to the current economic and financial crisis. The second theme concerns the challenges of the future and in this perspective issues will be discussed that are shared by the Member States in our common need to develop VET. Under this theme various studies and findings will be presented, with opportunities for discussion and debate.

4.3. EUROPASS Europass is a portfolio of five instruments to help citizens make their skills and qualifications clearly and easily understood in Europe and move abroad. What is Europass Whether you are planning to enrol in an education or training programme, looking for a job, or getting experience abroad, it is important to be able to make your skills and competences clearly understood. Europass is a new way of helping people to:  

make their skills and qualifications clearly and easily understood in Europe (European Union, EFTA/EEA and candidate countries); move anywhere in Europe.

Europass consists of five documents:  

two documents (Europass curriculum vitae (CV) and Europass Language Passport) you can fill in yourself; and three other documents (Europass Certificate Supplement, Europass Diploma Supplement and Europass Mobility) filled in and issued by competent organisations.

Europass is supported by a network of National Europass Centres. Europass has been established by the Decision No 2241/2004/EC of the European Parliament and the Council of 15 December 2004 on a single transparency framework for qualifications and competences.

4.4. ABOUT THE STUDY VISITS PROGRAMME B4 A study visit is a short stay of three to five days in a host country for a group of 10 to 15 European education and vocational training specialists and decision-makers. They are stakeholders who want to examine a particular aspect of lifelong learning in another participating country. A study visit usually includes presentations and on-site visits to places such as educational and training institutions, ministries and training sites. They provide a forum for discussion, exchange and learning on themes of common interest and on European and national priorities. Study visits support European cooperation to develop policies for lifelong learning and are part of the EUâ€&#x;s Lifelong Learning Programme 2007-13 (LLP). Cedefop coordinates the programme at European level for the European Commission since the 1 January 2008. At national level study visits are coordinated by the National Agencies located in the participating countries: Information for organisers Organisers of the study visits programme are selected by the National Agency of their country. In order to implement a successful study visit, organisers need to respect several rules before, during and after the study visit which are written down in the handbook for organisers. If you are organising a future study visit, you will find further useful information on our site `information for organisers`. Information for participants A fruitful participation in a study visit requires that participants prepare themselves accordingly. On our page `Information for participants` you will find useful information on rules which participants should follow before, during and after their participation in a study visit.

4.5. EUROPEAN CREDIT SYSTEM FOR VOCATIONAL EDUCATION AND TRAINING ECVET and EQARF ECVET - European Credit system for Vocational Education and Training - a passport to recognition of vocational qualifications CEDEFOP informs the Social Partners The European Social Partners Conference on ECVET (the European Credit system for Vocational Education and Training) will be held in Thessaloniki on 12-13 February at CEDEFOP (Europe 123, Pylea). The purpose of the conference is to inform the social partners about this new system and its technical specifications, and to discuss practical ways of implementing it in the Member States as well as its possible impact on vocational training policy and the labour market. The conference is organised in the context of the European Commission‟s call for consultations on the development of a European Credit System for Vocational Education and Training. The object is to develop a tool for use on a voluntary basis that will facilitate the transfer, accumulation, validation and recognition of individual learning outcomes, especially during periods of mobility, when people move from one learning system to another. ECVET should be developed and implemented on a voluntary basis without creating binding legal obligations. Participants in the conference will include representatives of the European Commission, experts and social partners from all over Europe. Cedefop is the European Agency to promote the development of vocational education and training (VET) in the European Union. New European tools for training quality and credit transfer reach practitioners On 17 and 18 November Cedefop and the European Commission‟s Directorate-General for Education and Culture will be holding a launching conference for two new European tools: i) European Quality Assurance Reference Framework (EQARF) ii) ii) European Credit System for Vocational Education and Training (ECVET) in Brussels, with the participation of over 300 representatives of training providers and other bodies and institutions from across Europe. The aim of the conference is to bring together all stakeholders and explain what is at stake, show them what has been achieved so far, and inspire and invite them to help shape the process. The recommendations of the European Parliament and of the Council on EQARF and ECVET, adopted on 18 June 2009, provide solutions to several issues related to coordination between EU Member States in vocational education and training (the „Copenhagen process‟): the mobility of learners in Europe, quality in vocational education and training (VET) provision and management, and helping learners create their own pathways to qualification.

ECVET EUROPEAN CREDIT SYSTEM FOR VOCATIONAL EDUCATION AND TRAINING B5, B6, B7 ECVET is a new European instrument to support lifelong learning, the mobility of European learners and flexibility of learning pathways to achieve qualifications. This guide is intended for the use of people engaging in the experimentation or in the implementation of ECVET. These can be policy-makers, competent institutions in charge of designing qualifications, VET providers (such as training centres or enterprises) or any other stakeholders. It explains the key ECVET concepts and processes and provides guidance and illustrations for ECVET implementation. It contains examples of possible approaches experienced in ongoing projects and initiatives.


Qualifications (certificates, diplomas and titles) play an important role in modern societies as they influence the way individuals, education and training providers, and labour-market institutions interact. The Lisbon Strategy made qualifications a key priority for European and national education and training policies, with the focus on transparency. Work in this area has been taken forward more tangibly by the development and implementation of European tools and principles – based on learning outcomes – that are designed to remove geographical, institutional and sectoral barriers to education and training and so promote access to, progress in, and the valuing and recognition of learning. This includes the work on the European Qualifications Framework (EQF) and National Qualification Frameworks (NQFs), the European Credit System for VET (ECVET), quality assurance, Europass and the validation of nonformal and informal learning. Cedefop carries out comparative studies and analysis to understand the changing roles and functions of qualifications and the learning-outcomes approach in Europe. It also provides technical support and scientific advice to the European Commission, the social partners and the Member States to inform direct policy-making in this field at European, national and sectoral level. 

The European qualifications framework (EQF) acts as a translation mechanism for making national qualifications more understandable throughout Europe, facilitating the mobility of workers and learners between countries and promoting lifelong learning by them. The European credit system for vocational education and training (ECVET) is a European tool to support and promote transnational mobility, portability of qualifications and access to lifelong learning in VET. It contributes to increasing the employability and social inclusion of workers and learners in Europe. Quality assurance is a key priority at EU level to „promote mutual trust, transparency and recognition of ειδικότητες and qualifications, and thereby establishing a basis for increasing mobility and facilitating access to lifelong learning‟.



Source: Malta Qualifications Council Used keyword(s): {EQF} {transparency of qualifications} The Malta Qualifications Council (MQC) has linked the Malta Qualifications Framework to the European Qualifications Framework for lifelong learning (EQF) and the Qualifications Framework of the European Higher Education Area (QF/EHEA). Malta has now linked its national qualifications to two common European reference schemes, the European Qualifications Framework for Lifelong Learning and the Qualifications Framework for the European Higher Education Area, which is part of the Bologna process for university reform in Europe. Both frameworks have been developed to make qualifications more transparent and comparable, in order to make it easier to work or study abroad in Europe, with a minimum of bureaucratic constraints and regardless of one's age. EU Member States are invited to reference their national qualifications levels to the EQF by 2010. B8

This brochure assembles and presents the outcomes of four Peer Learning Activities (PLAs) that were undertaken as part of the Open Method of Coordination in the context of the Education and Training 2010 work programme of the European Union. The activities were organised by the Focus Group on Teachers and Trainers in Vocational Education and Training, under the general aegis of the Thematic Cluster on Teachers and Trainers. The purpose of each PLA was to create a cooperative learning space for policy makers and social partners on a particular theme relevant to the overall agenda of the Focus Group.


About the ETF


The European Training Foundation is an agency of the European Union based in Turin, Italy. It was established by Council Regulation No. 1360 in 1990 recast No. 1339 in 2008 to contribute to the development of the education and training systems of the EU partner countries. It became operational in 1994 in its premises of Villa Gualino. The ETF currently employs approximately 130 staff and has an annual budget of about 18 million â‚Ź. Madlen Serban is Director of the ETF since 1 July 2009. Itâ€&#x;s mission is to help transition and developing countries to harness the potential of their human capital through the reform of education, training and labour market systems in the context of the Eu's external relations policy. As an instrument of the Eu's external relations policy, we base our work on the conviction that human capital development in a lifelong learning perspective can make a fundamental contribution to increasing prosperity, creating sustainable growth and encouraging social inclusion in transition and developing countries. We recruit and deploy experts from multiple disciplines to handle complex and multidimensional topics in a team environment, in order to create new knowledge, insight and solutions.

Activities The ETF's activities are described in our annual work programme. They are structured around a series of projects that take place in the partner countries to facilitate the reform of vocational education and training and employment systems. All activities we carry out aim at providing services to the European Commission, our partner countries and the EU Member States.

ETF services to the European Commission It is funded from the operational budgets for the European Union's external relations programmes, and as such we are a resource for each of these programmes. It helps the European Commission to make its investment in education and training reform in partner countries effective and in line with EU external relations policies. It provides advice and project cycle support to various Directorates General of the European Commission upon request, Education and Culture - our DG "de tutelle" - External Relations, Enlargement, Employment, Enterprise and the Europe Aid Cooperation Office.

ETF services to the partner countries It supports all partner countries by providing opportunities for policy learning on reform strategies to policy makers and key stakeholders in the countries. It provides advice on vocational education and training policy and innovative approaches in EU and relevant good practice from other partner countries. It seeks to enable policy makers to integrate their reform efforts within the overall support framework provided by the EU. It also supports our partner countries to develop participatory policy development to ensure ownership and sustainability for the reform process. In particular, it carries out targeted seminars, facilitate study visits and focus groups to encourage reflection and debate among policy makers, and we support the development of reliable information and analysis on the reform process.

ETF services to Member States It also works in close cooperation with the EU Member States to contribute to the coordination of assistance provided by the EU, its Member States and partner countries.

It seeks to engage the EU Member States in our work to help ensure a common and constant focus to enhance the overall impact of EU assistance to partner countries.

4.8. TEACHERS’ TRAINING SYSTEM IN GREECE There are many organizations which are involved in the initial training of the nominated (in-serviced) teachers and in training of those teachers who are already served in Public Secondary Schools. All of these organizations have undertaken to prepare the Future Teachers for the Modern Greek Schools which will be in function in the big European Community. Some of them are: 1. The Hellenic Ministry of Education and Religious Affairs 2. Office of secondary education teachers’ training of the Greek Ministry of Education 3. Pedagogic Institute: Operational Program for the Education and Long Life Learning NATIONAL HELLENIC NATIONAL STRATEGIC FRAME OF REPORT 2007-2013 4. Organization for the Training of Teachers (OEPEK) 5. Regional Training Centres (PEKs) for example 6. Hellenic Open University

HELLAS NATIONAL REPORT 2007 PRESENTATION OF THE NATIONAL LIFELONG LEARNING STRATEGY http://pec.europa.eueducationpolicies2010 Main points which concern of Secondary Teachers’ Training Α1. - Improving the Quality of Teachers and Trainers and developing skills for the Knowledge Society, within an open learning environment. -Establishment of new Agencies which increase LLL accessibility and/ or enabling teachers and trainers to actively contribute on the promotion of LLL. On these grounds, the Distance Learning Centre for Adult Lifelong Education & Training has already been established since September 2006; -The Centre for Lifelong Education & Training Studies and the Centre for Adult Trainers‟ Training is ready to commence operation. -The actual implementation of EU guidelines and prerogatives, plus the steady participation in every aspect of the European LLL policy (i.e. Greece chose to participate in the Education & Training 2010 cluster on “Access and Social inclusion in lifelong learning” and the cluster on „Key competences‟).

4.8.1. OPERATIONAL PROGRAMMES FOR EMPLOYMENT, EDUCATION & TRAINING (EPEAEK), Strengthening evidence-based policy making, using a culture of evaluation, leading to innovation in education and training a. The whole Operational Programme for Education and Vocational Training (EPEAEK), which is the main policy tool aiming at the implementation of a comprehensive LLL strategy, promotes evidence based actions, via the actual and systematic evaluation of all relevant measures(including calculative objectives and benchmarks per action). b. Furthermore, the new Operational Programme for Employment & Training (2007-2013) aims, inter alia, at the strengthening of the linkage between developments in VET and developments in work organization. To be more specific, Priority Axis 1 of the new O.P. includes Actions that could link VET in big enterprises with a comprehensive plan of human resources development. This plan could give enterprises the opportunity to evaluate employees‟ performance on the basis of a reward-performance system, the anticipation of future needs in human capital (needs-in-skills assessment & forecasting) and the pilot implementation of new administration and organization systems. Generally, the main objectives of the Operational Programme (OP) can be summarized as follows:  Prevention of unemployment through individualized interventions.  Promotion of the equality of opportunities to access the labour market.  Improvement and upgrading of the effectiveness and quality of interventions in the labour market.  Promotion of entrepreneurship and adaptability of the work force.  Improvement of the women‟s access to and participation in the labour market.  Other OPs of the 3rd Community Support Framework through which Greece implements CVET are the Operational Programme for Education and Initial Vocational Training (EPEAEK II) and  the Ops “Information Society”, “Health and Welfare”, “Competitiveness” and  the 13 Regional Operational Programmes.  Quality assurance systems Quality assurance has now been determined as a supreme governance priority, a fact which is reflected in a number of still on-going institutional and legal initiatives. In regard to secondary education, Law 2986/2002 still constitutes the basic legal platform with the proviso that, within its ample scope, a series of supplementary and / or corrective measures have been assumed in order to support the entire evaluation schema. Wide support is provided for/by the two established pillars of the quality assurance mechanism, i.e., the Centre for Educational Research and the Pedagogical Institute, whereas there is provision for the evaluation of all participants in the educational process. Quality of teaching presupposes the continuous education of teachers, which falls under the jurisdiction of the Organisation for Teacher Training / OEPEK. There is currently provision for the appointment of a Technical Consultant with the aim to secure the best possible management of available resources in the context of a sound managerial approach. OEPEK cooperates with Regional Training Centres all over the country. Characteristically, a series of training programmes have started to operate with the aim to not only upgrade teaching skills, but also raise awareness of the social and cultural changes over recent decades affecting the learning performance of students (Intensive Teacher Training Course on „Relating the Family – Social – Cultural Environment to Children‟s Performance at School‟, among others; see also 3.2.3). Also, educational leaves are offered every academic year to a number of teachers who wish to pursue graduate studies and / or research either in domestic institutions or abroad.






The Centre seeks to ensure quality assurance in vocational training and improve effectiveness of training services. Its instruments include the Trainers‟ Register and the Job Profiles. The Centre organizes series of seminars for trainers securing thus the high quality of training services (see also 3.4.4). Addressing the specific learning/training needs of teachers (including pre-primary) to enable them to cope with their changing roles in the knowledge-based society • The upgrading of teachers‟ training is implemented via the following actions: • The framework of the Operational Program for Education and Initial Vocational Training (EPEAEK) measure for upgrading the quality of education provided through Training in innovative programs. • Participation to research programs in Greece and abroad. • Distance training and implementation of the Information Technology and New Technologies (certification of teachers in the ICT). • Enrichment of school libraries. Two training programs are being operated by the Teachers’ Training Organisation (O.E.P.E.C.) scheduled to be completed in 2007: 1) “Modern teaching approaches leading to critical and creative thinking” so that 6.000 teachers are trained. 2) “Relation between family-social-cultural environment and the pupil‟s performance at school” so that 5.000 teachers are trained.  Under Law 3475/2006 regulating Secondary Vocational Education, specialisations and study fields for Music teachers are being defined.  Under Law 3467/2006 postgraduate degree and teaching experience in study fields are defined as prerequisites for teachers‟ appointment to Higher Ecclesiastical Academies or Faculties. Accreditation of Training Programs According to the recently developed legislation, training programs will be accredited on the condition that they are based on the accredited respective job profile. To date, the following programs have been accredited under priority conditions:  Training Program for Trainers for Trainers for Adults.  Training Program for Trainers for Adults.  Training Program for Trainers for Support Services Professionals.  Training Program for Support Services Professionals . Accreditation of Knowledge, Skills and Competencies The accreditation system for knowledge, skills and competencies is to enter the implementation stage after the implementation of the system for the accreditation of training programs. Acquisition of knowledge, skills and competences will be evaluated and certified upon successful completion of the accredited training program. Certification is not linked to national recognition at this stage of the system development (see ANNEX 9 below).

Greece has developed a three stage process leading to the accreditation system of trainers of adults in CVET : The first phase was to develop a trainers‟ register and since 2001 until now more than 15.000 trainers are already registered at EKEPIS (the National Accreditation Body for VET). Until recently, there were three main criteria in order for a trainer to be registered: a. specific academic qualifications (mainly a university degree), b. minimum professional experience which is at least three years‟ experience in his profession c. adult teaching experience, which is very crucial. One had to fulfil all these three criteria in order to be registered. According to a recent ministerial decree (December 2006) adult teaching experience is not necessary, once the trainer attends a specific 300 hour training programme for adult trainers.

The second (undergoing) phase is the training of more than 10.000 trainers (out of the total). This includes a 300-hour distance learning course addressing the need of enhancing the ability of trainers to teach vocational skills: 225 hours is distance learning and only 75 hours (four weekends) of face to face cooperation with a trainer of trainers. The third and final phase is the accreditation of these trainers. If somebody has been registered and has attended this 300-hour course, it does not mean that he is an accredited trainer. He has to go through the final process of accreditation which is to present a sample of a training session and this lasts about 20 minutes. A special committee of assessors is responsible for the assessment and evaluation. Of course only if somebody succeeds he or she becomes an accredited trainer. In addition to the above, EKEPIS has planned the development of a new VET trainers’ profile and this is going to have the form of a study (an analysis) on the basis of the job profile accreditation system. The main components of this include: • a general description of the field of occupation. In this case it is a general description of the role of the VET trainer in Greece during the last years, • the occupational standards of a VET trainer, • the required knowledge, skills and competencies, • an assessment methodology for these knowledge, skills and competencies will be proposed and last but not least, • formal or informal paths of how somebody can acquire these knowledge, skills and competencies will have to be defined. A similar process of offering adequate training in practical and theoretical aspects of pedagogy is planned for the case of Support Services Professionals for CVET. A relevant register has been developed, while the providers of such services will undergo a specific course in order to be able to apply for their accreditation. The above mentioned initiatives aim at increasing the pedagogical abilities of VET teachers in general, as well as of the specific case of Support Services Professionals for CVET.

4.8.3. OFFICE OF SECONDARY EDUCATION TEACHERS’ TRAINING OF THE GREEK MINISTRY OF EDUCATION Aim of the Office. The Office of secondary education teachers‟ training of the Greek Ministry of Education has the responsibility for the planning and the concretisation of training programs. The Training Programs concern of: A. The briefing of teachers who serves already with regard to the developments of science and new methods of teaching and evaluation and their development so that they correspond in the altered conditions of education and do more effectively their work. B.










General elements for the Training of the Teachers The training programs that are materialised by the Office of Training are distinguished in: A. Training programs of Medium (semi-annual) and long (annual) duration B. Periodical obligatory trainings for teachers, that are realised at the duration of instructive year in regional or even Pan-Hellenic scale, concerning changes of school programs and new courses, new instructive methods and school books. C. Periodical optional trainings in various Regional Training Centres (PEK). These programs are

reported in various thematic so the teachers: - Be informed for the developments in concrete scientific, pedagogic, technological, social, politician economic sectors that are connected immediately with their work. - Acquire the suitable methodological tools for the better comprehension and critical confrontation of developments that will lead them to conscious choices, evener organisation and more effective reformation of their educational work. - Be informed for subjects that are connected with the school life, as: organisation and administration of school units, dynamics, problems and management of school community, confrontation of problematic situations, multicultural compositions etc - Familiarize itself with the use of PCs and multimedia, with the exploitation of European programs, with the development of advisory services and mechanisms in the school units etc - can renew their knowledge on each scientific subject, on pedagogic and didactic techniques as impose the rapid development of technology and the consecutive changes in the job market. - Be sensitised to promote a long life improvement of their professional qualifications Utilization of ICTs and their incorporation into the everyday educational procedure By the Hellenic Ministry of Education and Religious Affairs Information Society Office The Hellenic Ministry of Education and Religious Affairs (Hellenic MoE) has launched a coordinate effort for the utilization of ICTs and their incorporation into the everyday educational procedure. This effort is implemented in the fields of the third Community Support Framework mainly from the Operational Program of Information Society, under the direct supervision of the General Secretary of the Hellenic MoE and with the support of the Hellenic MoE Information Society office and the "Strategy for ICTs in Education" Committee. It is constructed on to four lines of action:    

Installation and support of network and computational equipment. Development of software and digital content for educational and administrative purposes (educational software, information systems, Internet content e.t.c.). Training of the educational community on ICTs, targeting to the utilization of the above areas. Modernization of administration areas.

It aims to:    

The incorporation of ICTs in the teaching process. The support of the Informatics lesson taught in high school, senior high school and technical school. The support of every cognitive area through the use of ICTs. The elimination of digital illiteracy and variations on ICT skills.

4.8.4 ORGANIZATION OF TEACHERS’ TRAINING (OEPEK) The Organisation of Teacher Training (O.EP.EK) is a legal entity under the provisions of the law for private enterprises and is supervised by the Minister of National Education and Religious Affairs. It is administrated by an eight-member Board of Directors for a three - year term of office and it is appointed by a decision of the Minister of Education. The Organisation was founded by Law 2986/2002. (Article 6-Offtcial Government Gazette No. 24, Issue A' 13/02/02). Its mission is to:      

Design the training policy for Primary and Secondary School Teachers, as well as to submit relevant proposals to the Minister of Education. Coordinate all forms and types of teacher training as well as the implementation of training activities. Draw up training programmes to be implemented by the training bodies following approval by the Minister of Education. Assign training projects to relevant educational establishments and submit proposals to the Minister of Education for the setting up of independent training units and centres. Allocate and manage funds aimed at teacher training. Accredit and certify teacher training bodies..

Within the framework of the above mentioned responsibilities O.EP.EK:   

Designs direct training actions of special interest for Primary and Secondary School teachers. Plans studies and projects in order to evaluate teacher-training needs. Organises training conferences and seminars.

Intensive Teacher Training Programmes Following the invitation to submit proposals to EPEAEK II (Operational Programme 'Education and Initial Vocational Training) under EYD-EPEAEK (Managing Authority for the Operational Programme) within the framework of Measure 2.1 of the Upgrading of the Quality of Education Provided of Action 2.1,1 Teacher Training' and the category of actions under 2.1.1b. 'Intensive Training Programmes of short duration',

4.8.5. GREEK PEDAGOGIC INSTITUTE Operational Program for the Education and Long Life Learning National Hellenic National Strategic Frame of Report 2007-2013, Structure: “Education and Long Life Learning” actionplan-last

Interdepartmental Committee of Planning the Actions for the Education and Long Life Learning Plan of Action of the Greek Pedagogic Institute The strategic planning of Greece, for the period 2007-2013 is materialised through: 5 Regionally Programs, 12 Programs of European Territorial Collaboration and 8 Sectoral Operational Programs: 1. ENVIRONMENT ‐ SUSTAINABLE DEVELOPMENT 2. AID OF ACCESSABILITY 3. COMPETITIVENESS AND BUSINESS DEXTERITY 4. DIGITAL CONVERGENCE 5. GROWTH OF HUMAN POTENTIAL 6. EDUCATION AND LONG LIFE LEARNING 7. ADMINISTRATIVE REFORM 8. TECHNICAL SUPPORT OF APPLICATION a. STRATEGIC OBJECTIVES 1st Strategic Objective: Upgrade of quality of education and promotion τεο social emboding with 5 SPECIAL OBJECTIVES OF PRIORITY AXES: 1: Reformation, modernisation and decentralisation of educational system ‐ aid of mobility the school and student population 2: Assessment of progress in the education via the application of systems of guarantee of quality of evaluation of factors of educational system 3: Acceleration of the rhythm of integration of young persons in TICs in the educational process. 4: Aid of access and attendance of all the population in the educational system and fighting of school escape, with accent on Persons with special needs. 5: Strengthening and improvement of training quality of the educational personnel of Primary and Secondary Schools, with accent in the innovation and in use of TICs 2nd Strategic Objective: Upgrade of the systems of initial professional training and professional education and connection of the education with the job market with 3 SPECIAL OBJECTIVES OF PRIORITY AXES 1: Redefinition of role of initial professional education and training and aid of her content. 2: Upgrade the technical and professional education aiming at the improvement of attractiveness and her effectiveness. 3: More effective connection of educational system with the job market. 3rd Strategic Objective: Strengthening of the Long Life Education of adults with 2 SPECIAL OBJECTIVES OF PRIORITY AXES 1: Aid of system and services via life of education and equal access in this ‐ increase of attendance via benefit of special motives. 2: Development of the Distance Education 4th Strategic Objective: Strengthening of human capital for the promotion of research and innovation with 2 SPECIAL OBJECTIVES PRIORITY AXES

1: Empowering of the research and innovation via programs of basic and applied research and by attracting of researchers from the abroad. 2: Upgrade of the level of postgraduate study in order to contribute in the production and the diffusion of new knowledge with accent in the Nature Sciences and TICs b. ACTIONS Trainings – Distance Education Indicative Titles of ACTS that are included in the Action 4 1 Introductive Training of new nominated teachers in public education 2 Training in reforming on the Analytical Program of Studies and the new supporting educational material 3 Training and Certification of Teachers in the use and exploitation of TIC 4 DistanceTraining of the teachers with the exploitation of TIC. 5 Training of Teachers on Multilingualism and multiculturalism issues 6 Training of Executives of Administration of Education with accent in the training of Directors of school units. 7 Teachers Training on issues of Management of problems and crises in the school environment

4.8.6. THE REGIONAL TRAINING CENTRES (PEKs) The Regional Training Centres (PEKs) were founded according to the President Decree 250/92 (Law. 1566/85 and 2009/92), and started their function from 1992. Each PEK is its self-existent public service that depends directly on the Minister of National Education and Religions. There are 16 PEKs at Athens, Eastern Attica, Western Attica, Piraeus, Patras, Ioannina, Thessaloniki (1st and 2nd), Alexandroupoli, Heraklion, Larissa, Tripoli, Lamia, Kavala, Mytelene and Kozani. The Aim of the PEKs is to ensure various forms obligatory and optional training to the teachers of Primary and Secondary Education with training programs of long and medium duration. Objectives of the PEKs are the briefing of teachers • in the developments in sciences and technology • in the new instructive methodologies, in the strategies and in the new instructive models • in the changes of attitudes and behaviours • in the interpersonal relations • in the benefit of scientific knowledge in cognitive objects of Environmental education, Education of health, European dimension in the education, Applications of Computers, Theatrical education, Sociological subjects, Psychopedagogic research, Confrontation of children with training difficulties and offence behavior Infrastructures – Equipment The PEKs, for the organisation and materialization of the training programs, allocate libraries, modern laboratories of Physics, Chemistry and Biology, laboratory with upgraded modern computers, amphytheatrums for the lessons, congresses and multiple events

INTRODUCTIVE TRAINING PROGRAMS AT REGIONAL TRAINING CENTRES (PEKs) 1st Regional Educational Centre (PEK) of Athens ORGANISATIONAL FRAME OF REALISATION OF THE PROGRAM OF THE INTRODUCTIVE TRAINING FOR SCHOOL YEAR 2007-2008  REALISATION of A PHASE The A Phase of the Program of Introductive Training attend obligatorily all the new served teachers in all schools of Primary and Secondary Education at the beginning of the school year (September). It has duration of 60 hours and works out mainly in the afternoons, at the cities of each PEK prefecture. The Syllabus of the A Phase of the training is shaped in each PEK by it‟s Coordinative Council, which takes into consideration the directives of Department of Evaluation and Training of Pedagogic Institute and the particularities of concretisation of training action in the region of it‟s responsibility. Thematic Fields of A Phase: The Program of the A Phase Training includes subjects that have relation with the school, the education, the teaching and the educational process. 1st Thematic Field (15 instructive hours)  Modern methods of teaching (4 hours)  (active learning, new instructive approaches, method project, alternative environments of learning, psychopedagogical theories etc).  The role of teacher in the modern school (3 hours)  (professionalism, long life learning, management of relations and collaboration with the educational community, the parents and the social partners).  Sensitization for the management of the diversity of school population (3 hours) (cultural, social, learning, problems of puberty, school advisory)  The school as general purpose educational and cultural centre (3 hours) (democratic and active citizen, Cross-cultural education, Day-long school, Flexible Area ).  Principles of administration and organisation of education (2 hours)  (institutional frame, educational structure and hierarchy, school unit and frame of it‟s administrative operation, competences and duties etc). For the trained teachers of specialities of Technique and Professional Education is given particular accent: in the psycho-pedagogic theories aiming at the confrontation of problems that has relation with the Technical Education and the school failure in the particular institutional frame of the technical and vocational education. 2nd Thematic field (35 instructive hours) Didactics of the particular cognitive objects and courses for the lower and upper secondary education (8 hours) about • curriculum, • aims and objectives of individual courses, • specialised methodology of teaching for each one of the cognitive object, • organisation of lessons and courses, • ways of concretisation of the instructive and training objectives etc Model teachings in virtual reality‟s laboratories and in other type laboratories (22 hours) Use of Νew Τechnologies at each cognitive object (5 hours) with exploitation of New Technologies in the construction of the knowledge, theories of learning and computers, use of internet and multimedia in the lessons.

For the trained teachers of specialities of Technique and Professional Education is given particular accent in the didactics of the lessons of specialities (laboratories, linear and free drawing). 3rd Thematic Field (10 instructive hours) The evaluation as pedagogic action concerning: a) the students (4 hours) (types, criteria, procedure etc) b) the instructive work (4 hours) (methods of teaching, application, pedagogic approaches, self-assessment of teacher and student) g) the educational material (1 hour) (criteria) d) the educational work (1 hour) (school unit, factors of education etc)  REALISATION OF B AND C PHASES Because of the particular regulations and the limited time that are imposed by the Special Service of Management of SPECIAL TRAINING PROGRAM, with regard to the concretisation and termination of all processes which are related with the development of Natural and Economic object of the "Introductive Training", the B and C Phases of Program are materialised inside the same time period as follows: In the B and C Phases participate all the in-served (new nominated) teachers from all the sectors of Primary and Secondary Education, who at the moment of their nomination had instructive previous experience in schools less than 8 months and also they have attended the A Phase of Introductive Training. The B and C Phases of Introductive Training last in total 40 hours (35 hours for the B Phase and 5 hours for the C Phase) and their concretisation begins in February and is completed in March. The curriculum of this training process is shaped by the Coordinative Council of each PEK, which takes into consideration with the directives of the Department of Evaluation and Training of Pedagogic Institute and the particularities of concretisation of training action. The PEKs notify their planning in the Department of Evaluation and Training of Pedagogic Institute and in the relative Address of the Greek Ministry of Education at least 7 days before the beginning of concretisation of training process in their responsibility‟s region. The training process is realised in the cities of the PEKs or any where else of the region of their responsibility facilitating the attendance of the Training Program. The administrations of the PEKs notify in time, the curriculum of the training program and they attend to his precise observation. Also, the administrations of the PEKs inform and coordinate the Educators-members of training teams, in order to avoided repetitions, coverings and omissions in the content of the training programs.  The Frame of the Curriculum of B andC Phases The content of the training programs of B and C Phases concerns • • •

in the follow-up of process of planning and concretisation of the instructive work in the schools, in the presentation and discussion of problems that face the teachers during their instructive duties in the schools as well as in these ways of resolution of the problems.

More analytically: 1st Part: 5 hours disposed for the development of drawings of the lessons, - the familiarization with different ways of the preparation of the lessons, - the determination of instructive objectives per lesson, - the configuration and exploitation of instructive tools and sheets of work, laboratories and evaluation. So, B and C phase will be associated with the A Phase of the Introductive Training and will be elected the affinity and their additionality. 2nd Part: Sample teachings of duration of 30 hours (5 school days) in the reality of the schools. The first 3 hours the teachers in training attend teachings in public schools of experienced teachers of various specialities in the classrooms of the schools that they teach and assisted by the School Advisers or relative specialities. The remainder three hours, the trained teachers, with the teaching-teachers and the School Advisers discuss about the methodology and it‟s application at the teaching. The School Advisers suggest writtenly in the Address of PEKs the names of the educators-teachers (experienced teachers or Directors of schools) who agree to undertake the sample teachings, taking into consideration the following criteria: a. Their training or their specialisation on didactic and pedagogic issues b. Their activity in the concretisation of innovative educational programs. c. Their teaching in Experimental Schools or in schools characterized as experimental. The Administrations of PEKs owe to check that the sample teachings represent as possible all the cognitive objects of the training programs and trained, new nominated teachers to attend teachings of their speciality or others nearest to them. The public schools in which take place the sample teachings belong in the region of responsibility of the PEKs and are determined by the Address of each PEK in collaboration with the School Advisers of their responsibility‟s region. For the realisation of the training program of these 30 hours in the real teaching environment, in schools, the trained teachers are absents from their work. 3rd Part: It consists of 5 hours of training, not during the school operation. During these hours the trained teachers discuss about problems that resulted during their instructive work, matters that are related with their pedagogic work or their role in the school community and be studied, with the collaboration of the advisers ways of more effective confrontation of these problems. The form of the 3rd part of the Training Program is organized in the following way: 1st Thematic Field (2 instructive hours): Presentation and Analysis of Problems and matters of : a) Pedagogic issues, management of school classes, training difficulties, relations of teachers and students etc b) Management of polymorph, diversity and particularities of school population, cross-cultural educational problems, psycho-social problems of the adolescents, exploitation of particular dexterities of some students etc 2nd Thematic Field (2 instructive hours) Presentation and analysis of problems and matters of application of the instructive methods 3rd Thematic Field (1 instructive hour) Presentation and analysis of the problems and subjects of students‟ evaluation and of the instructive work.

 Tutores – Ηnstructors- Educatνrs Professors of Universities, school advisers, executives of The Pedagogic Institute (advisers, assessors), teachers with upper qualifications (with postgraduate titles, with knowledge and experience in concrete objects, who work in public schools or in educational services of the region of the PEK, other persons who are validated in teaching, Pensioners professors of University, Advisers who have retired inside the last five-year period, experienced teachers who teach in public schools of the responsibility‟s region of each PEK, Directors of public schools in which are realised the sample teachings. The Coordinative Councils of PEKs select the tutores on the base of their essential and formal qualifications and after public statement. The Coordinative Council owes to develop the teachers depending on the specialised object of their studies. The candidate tutores owe to deposit their CV, titles which certify their increased qualifications and abstract of their lecture or drawing of their teaching. Afterwards their choice, they owe to deposit the entire training material that prepared for the educated.  The Frame of Evaluation of the training program The training process of A of Phase is evaluated with concrete tools that correspond in modern and reliable methods of evaluation. The possibility of visits the PEKs is provided to the members of Pedagogic Institute (participating in the Team of Work and in the Team of supporting the Program of Introductive Training) These visits are realized in order to detect and record the needs and demands of participating in the training process, as well as the problems that concern in the planning and the organisation the Program. The members of Pedagogic Institute owe to watch proposals and samples teachings and to assemble all elements judge essentially for the internal evaluation of Program. Certification At the end of the training program is granted certification to the new nominated teachers certifying that they have not exceeded the limit of absences and they attended successfully their introductory training. ELIGIBLE EXPENSES OF THE TRAINING PROGRAM Eligible expenses for the Program of Introductive Training are considered following: a) Wage of tutores for each instructive hour, expenses of locomotion, overnight stay and daily compensation, as defined by law. b) Expenses of locomotion, overnight stay and daily compensation trained, as defined by the law for all the new nominated teachers who attended the Program of Training. c) Writing and printing material, books, C.Ds d) Material of direct consumption, for example heating, cleaning, medicines, chemicals. e) Services of cleaning f) Postal expenses. The upper expenses for each PEK are covered by the available fund of the government owned budget if they approved for their necessity. 4.8.7. HELLENIC OPEN UNIVERSITY Legal Framework and Mission The Hellenic Open University (HOU)‟s mission is to provide distance education at both undergraduate and postgraduate level. For that purpose, it develops and implements appropriate learning material and methods of teaching. The promotion of scientific research as well as the development of the relevant technology and methodology in the area of distance learning fall within the scope of the HOU‟s objectives.

The HOU is the 19th Greek State University but the only one that provides distance education in both undergraduate and postgraduate levels via the development and utilization of appropriate learning material and methods of teaching. Promoting scientific research as well as developing technology and methodology in distance learning fall within the scope of HOU‟s objectives. Like all other state universities in Greece, it is a Legal Entity of Public Law, completely independent and autonomous. Its operation is determined by Act 2552/97 (as amended by Article 14 of Act 2817/2000 and as amended further by Article 3 of Act 3027/2002). The HOU was legally founded with article 27, par. 1, Act 2083/1992 as an independent and wholly self– governed tertiary education institute. It operates as a Legal Person of Public Law under the supervision of the Hellenic State, as exercised by the Minister of Education and Religious Affairs. The institute‟s headquarters are in Patras. The HOU‟s Senate retains the right to establish and monitor branches either locally or abroad with the approval of the Ministers of Education and Religious Affairs, Internal Affairs, Public Administration and Decentralisation and Finance.

The Hellenic Open University- Administrative Structure

The Hellenic Open University’s features and innovative characteristics The HOU is a Public University, equivalent to all other Greek Universities, and provides its graduates with all the professional rights they are entitled to based on the Legislation which is in force each time. The seven basic innovations introduced with the foundation of the HOU by Act 2552/97 are: 1. Studying exclusively through distance learning.

2. The application of a modular system and the replacement of courses by the flexible form of modular courses, which can easily be altered, according to the social and educational needs at the time. 3. Introduction of a 5 level educational system that covers all levels from postsecondary vocational training to doctorates of philosophy. 4. Foundation of a University‟s Educational Material and Methodology Research laboratory. 5. Foundation of a University‟s evaluation unit 6. The simplification of administrative structures with the suppression of a sectors council and the enactment of a Senate of fewer members yet equally representative to a sectors council. 7. The introduction of the HOU‟s basic functional unit, the Course Modules that cover a specific subject on an undergraduate or postgraduate level. Each course module is equivalent to three semesters in a Greek University. A Brief History of the Hellenic Open University 1992 Foundation of the HOU: Article 27 of Act 2083/92 1995 International meeting for the HOU – A preparatory committee is constituted.Founding article is modified – Members of Board of Directors are appointed (November 1995) 1996 Detailed compilation of the act by the Board of Directors Government finances the HOUTemporary transfer of small number of teachers to the HOU‟s Administrative Services The HOU‟s infrastructure projects start at its Headquarters. A number changes in the economy, in society and in technology promote the development of open educational systems. The increase in Labour cost, initially created a need for investing in human factors, through continuous education and specialisation of employees. On the other hand, the massive entry of women into the work force has enhanced studying through flexible Open Education systems. The development of the primary sector of the economy, and other services, have also contributed in the.....

2.3 - HANDBOOK