E-Trainers_National Statement on E-Learning_Greece

8/7/2019 E-Trainers_National Statement on E-Learning_Greece

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Training for Trainerson e-Learning

PT/05/B/F/PP-159147

This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission

cannot be held responsible for any use which may be made of theinformation contained therein.

National Statement on e-LearningGreece


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Training for Trainers on e-Learning

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Index

Part A ..........................................................................................................................31. Introduction............................................................................................................32. Infrastructure Context............................................................................................3

2.1. IT usage ......................................................................................................................................32.2. Internet access ...........................................................................................................................6

3. Training Agents: Universities, Companies, Training institutions.............................83.1. Logistic conditions (for computer usage and internet access)..........................................103.2. Human Resources: trainers, teachers, other staff, and students.....................................113.3. Types of training modalities most commonly used by institutions (book, classicaltraining, video conference, e-Learning, other solutions)...........................................................11

3.5. Usage of electronic resources in courses .............................................................................123.6 Main characteristics of the e-learning practices ................................................................... 123.6.1. Main subjects of training courses in e-Learning ..............................................................123.6.2. Type and dimension of organizations that use e Learning ............................................143.6.3. Way in which e-Learning is provided.................................................................................163.7. Existing training courses and training contents for teachers and trainers ......................173.7.1. Training in the ICT area ......................................................................................................193.7.2. Training in e-Learning area.................................................................................................20

4. Legislation and Government policies ................................................................... 204.1. National Legislation on training and Education Activities: .................................................204.1.1. Training Quality and Course Certification ......................................................................... 21

4.1.2. Professionals certifications..................................................................................................24

4.1.3. Training institutions certification ........................................................................................244.2. Programmes promoting e-Learning and fostering Innovation applied totraining/education............................................................................................................................254.3. Financial support from the Government (for example to the programmes mentionedabove; extent to which financial support is accessible, adequacy, applicability, impact, etc.)............................................................................................................................................................25

4.4. Influence of European legislation and initiatives in the implementation oftraining/educational projects..........................................................................................................27

5. Main Conclusions ................................................................................................. 28Part B. ...................................................................................................................... 29Case Studies............................................................................................................. 29I. Links..................................................................................................................... 34II. References.......................................................................................................... 35III. Glossary............................................................................................................. 36IV. List of Acronyms................................................................................................. 37


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Part A

1. Introduction

The promotion of the Information society in Greece is one of the main goals of the Greek governmental

policy. The main objectives are integrated in the White Paper for the development of the Information

Society in Greece for the period 2001 -2006, one of which is creating an education system for the 21st

century, by equipping schools with the new media and wiring them to the Internet, supporting the

production of educational software, and training teachers in the use of new technologies in the education

process.

In the national curriculum formulated by the Pedagogical Institute under the authorisation of the Ministry

of Education implemented in the Greek primary and secondary schools, the Informatics is included as an

obligatory subject. ICT is used in other curriculum subjects according to the individual teachers interest

and initiative.

Measures are under consideration by the Ministry of education in relation with incentive measures for

innovation in teaching and management.

2. Infrastructure Context

2.1. IT usage

According to the statistics provided by Eurostat for 2004 20% of all the population in Greece was using

Internet (23% of the male population and 16% of the female population was using Internet). In

comparison 87% of the enterprises in Greece for the same period were using Internet and in particular

100% of the large enterprises and 87 % of the SMEs. (Table 1)

Table 1: Internet usage by individuals and enterprises 2004

Total Men Women

Proportion of individualsusing Internet

20% 23% 16%


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Total SMEs Large

Proportion of enterprisesusing Internet

87% 87% 100%

Source: Internet usage by individuals and enterprises 2004 , Eurostat

Details on the Internet usage by individuals:

The surveys focusing on the Internet usage by individuals show that the higher level of Internet usage

can be observed among the higher educated people in Greece. 52% of the men with high education and

43% of the women with the same educational level declared using Internet. In comparison only 6% of

man and 2% of women with low education have accessed Internet. (Table 2)

Table 2: Proportion of individuals using Internet by educational level, 2004

Educational level Low Med High

Men 6% 31% 52%

Women 2% 25% 43%


According to the data available the highest proportion of Internet use is from people aged 16-24.

However the data show that there is no a big gap between genders regarding the Internet use. (Table 3)

Table 3: Proportion of individuals using Internet by age groups, 2004

Age 16-24 24-54 55-74

Men 45% 26% 3%

Women 37% 19% 1%


The highest percent of Internet users is registered among the students 55%. 28% of the employees

are using Internet, while 13% of the unemployed have reported using Internet. Only 1% of the retired

are using Internet. Only 1% of all individual are using Internet for E-commerce. (Table 4)

Table 4: Proportion of individuals interacting with public authorities via Internet, 2004

Employees Unemployed Students Retired

Computer use 37% 20% 70% 1%

Internet use 28% 13% 55% 1%


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Table 7: Proportion of enterprises purchasing and selling via Internet , 2003

Total Large SMEs

Enterprises purchasing 13% 21% 13%

Enterprises selling 5% 11% 5%


Relatively high percent of the enterprises interact with the public authorities via Internet for obtaining

information, obtaining forms or sending filled in forms. (Table 8)

Table 8: Proportion of enterprises interacting with public authorities via Internet, 2004

Purpose Proportion of enterprises

Obtaining information 61%Obtaining forms 58%

Sending filled in forms 45%


2.2. Internet access

In Greece, in 2004 29% of the households had a personal computer at home and 17 % of all the

households had Internet connection at home. However less that 1% of the households had a broadband

connection at home (Table 9). However in 2004 5 % of the households were connected to Internet

through ISDN connection. 1

Table 9: Household access to ICTs, 2004 (as percentage of total number of households with at least onemember aged 16 to 74)

Personalcomputer

at home

Internetconnection at

home

Broadbandconnection

at home All households 29% 17% >1%

With dependent children 43% 23% 0%

Without dependent children 19% 12% 0%

Densely-populated areas 39% 23% 0%

Intermediate areas 26% 19% 0%

1 Internet usage by individuals and enterprises 2004, Eurostat


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Thinly-populated areas 22% 12% 0%

Regions where per capita GDP is below 75% of theEU average.

29% 17% 0%

Source: The digital divide in Europe 2004, Eurostat

For 2004 60% of the individuals in Greece (aged 16 to 74%) were accessing Internet from home, 45%

form their place of work, 21% from their place of education, 10% from Internet cafes, 8% from other

peoples place and 2% from public libraries. (Table 10)

Table 10: Internet users access to the Internet (2004), by place of access and by only place of access (aspercentage of Internet users aged 16 to 74)

Place of accessing the Internet Unique place of accessing the Internet

Home 60% Only at home 27%Place of work 45% Only at place of work 21%

Place of education 21% Only at place of education 9%

Other peoples place 8% Only at other peoples place 1%

Public library 2% Only at public library 0%

Internet cafe 10% Only at Internet cafe 3%

Source: The digital divide in Europe 2004, Eurostat

According to the statistics provided by Eurostat in 2004 87% of all enterprises in Greece use Internet (inparticular 87% from the SMEs and 100% from the large enterprises). 21% of the enterprises in 2004 had

a broadband connection for internet and 55% enterprises had an ISDN connection. The number of the

large enterprises with broadband connection was much bigger that that of the SMEs (61% of the large

enterprises and 20% of the SMEs). (Table 11)

Table 11: Proportion of enterprises with a broadband/ISDN connection, 2004

Percentage

Enterprises with broadband 21%

Large enterprises with broadband 61%

SMEs with broadband 20%

Enterprises with ISDN 55%



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3. Training Agents: Universities, Companies, Training institutions

Formal education for teachers:

The continuing vocational training programs provided in Greece are focused on the following target

groups:

The unemployed

The private-sector workers

The wider public sector workers

The disadvantaged groups in the society

Different public bodies, public and private institutions and companies provide continuing vocational

education - non-formal vocational training and education programmes.

The General Secretariat for Adult Education (GGEE), which is the leading public institute in adult

education and training, is responsible for the planning, co-ordination and support of actions for

supplementing basic education and providing lifelong learning. The activities of GGEE are aimed at the

social integration of the most vulnerable social groups. For this purpose 300 education centres operate

throughout the country, which report to the 54 Prefecture Committees for Adult Education and Training

(NELE). GGEE activities are financed by public funds while many programmes are also co-financed by the

European Social Fund (75% of the total amount).

In 1995 an Institute of Continuing Education for Adults (IDEKE) was established, which, in its turn,

established branches to support its actions in regional level, the Adult Education Centres (KEE) Their task

is to provide educational services targeting in providing new basic skills and to upgrade the existing ones.

The Centres for Adult Education (KEE), in the first stage of their establishment and function (2003

2004), are funded by the Operational Programme for Education and Initial Vocational Training of the

Ministry of Education (Measure 1.1., Action 1.1.2).

The Labor Force Employment Organization (OAED) implements continuing vocational training courses

seeking to cover the needs of the unemployed who require specialization in order to find work, as well as

the needs of the employees, where acquiring extra skills will facilitate their career development. The main

focus of OAED is to develop and/or expand upon existing continuing vocational training courses with the


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aim of more effective intervention in the labour market and to cover the needs of the largest possible

number of interested persons in training services. OAED has created nation-wide network of educational

units providing training course for unemployed and self-employed people.

The Education Departments of various Ministries also organize vocational training programmes both for

the unemployed and the in-house employees, as for ex. the Ministry of Health and Welfare, the Ministry

of Agriculture, the Ministry of Public Order, the Ministry of Mercantile Marine, the Ministry of Defense and

the Ministry of Justice.

The Vocational Training Centers (KEKs) are public and private (profit or non-profit) agencies and

accredited by the National Center for the Accreditation of Vocational Training Structures andAccompanying Support Services (EKEPIS). Their work is financed by national (Ministry of Labour) and

community resources (European Social Fund and European Regional Development Fund).

The KEKs plan, organise and run continuing vocational training courses for employees and the

unemployed, graduates from all levels of education, in various subject areas. Their aim is to provide

training suitable to the needs of the labour market and to reduce social exclusion of the unemployed, the

self-employed and special groups. The KEKs also provide in-house training programmes. The continuing

vocational training programmes, provided by the KEKs include theoretical training and practical exercises

in companies. During the training the trainees are subsidized for the duration of the programme.

For 2001-2003, 283 continuing vocational training bodies have been certified which have 35,000 training

positions in 577 centres throughout the entire country. The majority of KEK are in the private sector. In

addition there are 36 specialized Social and Vocational Integration Centres have for disabled people and 4

for drug users and former drug users.

In Greece Private Educational Centres and Colleges operate, which are profit-making commercial

enterprises and provide non-formal general and vocational education and training. The Ministry of

National Education and Religious Affairs does not supervise the education and training provided in these

institutions. Some of these collaborate with universities from abroad and award foreign university

degrees. These degrees are not recognized by the Inter-University Centre for the Recognition of Foreign

Qualifications (DIKATSA) as equivalent to those conferred by the Greek public education institutions.


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The vocational training programmes are usually short-term and the number of hours of tuition depends

on the subject, the content of the curriculum and the group to whom the program is addressed. For non-

formal adult education, there are no also specific curricula, as the curriculum is worked out according to

the educational objectives for the particular target group.

There is no official certification system for qualifications acquired through the non-formal vocational

education. Despite this, certificates of attendance at such courses that might be considered by the

employers during the selection procedures.

3.1. Logistic conditions (for computer usage and internet access)

In the frames of Information Society Operational Program 20002004 computer labs are established in

primary, secondary, higher and special education. Additionally, network infrastructure is being provided

for the school and academic network, while at least one teleeducation room is being established in each

academic institution. The Ministry of education is in the process of connecting all primary and secondary

schools to the Internet.

The Greek School Network services all the units of Primary and Secondary Education and the

Administrative Offices of the Ministry of Education and Religious Affair. The network has hierarchical

structure and consists of the following levels: backbone network, distribution network, access network

and Local network Units.

In school laboratories, computing devices and networking equipment are installed. This equipment

consists of a powerful server, approximately 10 multimedia stations, a colour printer, a UPS unit and a

backup unit (DAT). The local network of the school laboratory is realised by an Ethernet Hub (10BaseT).

The networking equipment consists of one router (CISCO 160xR) and in some schools (according to the

telecommunication circuit) one Base band modem.

The Secondary Education Administration Offices use more powerful networking equipment and

interconnect through a highspeed line of 1,152 Kbps. This equipment provides besides the basic

network services, the possibility of voice transmission through the school network.

All the schools (primary, secondary and vocational education) are connected with internet and 200 of

these (9,533 overall) have a high speed connection. The students per internet connected computer ratio


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is 35 in the primary school, 13 in the secondary and 8,7 in the vocational schools. 76.000 teachers have

attended ICT related official training programs (basic) during the last year and 3000 are the ones who

have attended advanced training programs.

The Ministry of Transport and Telecommunications (http://www.yme.gr/) and the National

Telecommunications and Post Commission (http://www.eett.gr/) are implementing a newly introduced

regulatory framework (Telecommunications Act 2000) including: unbundled local loop, Interconnection,

reduced leased lines tariffs, National Numbering Plan. The planned steps for the development of the

Broadband system are (1) the development of Regional Fibre Optic Networks among others, by the end

of 2005, (2) the establishment of a National Public Administration Network superstructure, and (3) the

promotion of certain issues related to the creation of necessary conditions for a healthy and competitive

market.

3.2. Human Resources: trainers, teachers, other staff, and students.

The trainers in non-formal adult education are paid by the hour and are hired for each particular

program, after having attended special training seminars.

For the teachers in Information Technology sector there are different pathways to be recruited. ICT

course is obligatory subject included in the curriculum of the secondary education level. The first

possibility is to acquire a subject based degree in ICT from a university combined with second

qualification in education studies. It is also possible graduates from the other deportments of the higher

education institutes to become teachers in ICT, provided that they possess sufficient knowledge in ICT,

either via a relevant postgraduate degree or through their prior professional experience in ICT education.

This possibility is open only for those who have gained their professional experience until 1997 (Law

2454/1997).

3.3. Types of training modalities most commonly used by institutions (book,classical training, video conference, e-Learning, other solutions).

Depending on the groups being taught and the program in question, in addition to the traditional

teaching methods, special audio visual material is used including films, videos and recently computers

with multimedia possibilities and the development of educational software. In second chance schools


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emphasis is given to group cooperation teaching and project assignments, together with learning the

work places.

3.5. Usage of electronic resources in courses

In education institutions three modes of ICT distribution are proposed, which schools may follow:

computer corner in the classroom; computer lab; and the combination of the two. In secondary

education, computer labs with Internet access are being developed. Information centres are being

developed in every public library.3.6. Main characteristics of the e-Learning practices.

3.6 Main characteristics of the e-learning practices

3.6.1. Main subjects of training courses in e-Learning

One of the organization providing e-Learning courses is the Hellenic Open University. During the

academic year 2003-2004 the following courses operate, which leads to the acquisition of the respective

degrees:

Studies in the Physical Sciences

Information Science

Administration of Businesses and Organizations

Studies in Hellenic Culture

Studies in European Culture

Spanish Language and Culture

Postgraduate Specialization Diplomas

Administration of Tourist Enterprises

Administration of Health Units

Administration of Health Services of the National Health System

Banking

Environmental Planning of cities and buildings

Environmental Planning of infrastructure works

Quality Assurance


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Postgraduate Specialization for English Language Teachers

Postgraduate Specialization for German Language Teachers

Postgraduate Specialization for French Language Teachers

Studies in Education Adult Education

To complete the undergraduate program and be awarded a degree, the student must successfully

complete and be examined in at least twelve (12) Thematic Units. The student selects from one (1) to

three (3) Thematic Units per year (duration of studies at least four academic years).

For students to complete their postgraduate studies and receive a Postgraduate Specialization Diploma

they must have completed and been successfully examined in four (4) Thematic Units. Anotherrequirement is a thesis that reflects the content of one or two Thematic Units according to the program.

For students to complete their postgraduate studies and receive their Certificate of Postgraduate Study,

they must complete and have been successfully examined in one (1) Thematic Unit.

Furthermore in Vocational Education and Training there are private organizations providing e-Learning

courses for the following subjects:

Use of PC.

AutoCad.

Web design.

Image manipulation.

Web site development.

Business skills.

Foreign Languages.

Banking products.

Business Administration. Science in Management.

Project Management.

Information and Communication skills.

Programming.

Tourism.

Accounting.

Aerobiology.


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Agricultural chemistry.

Applied social work.

Beauty and Spa Services.

Chemical ecology. Clinical Supervision.

Commercial Law.

Complementary Therapies.

Entomology.

Environmental Health.

Farming Systems Research.

Food Processing Research.

Food Safety.

Hairdressing and Salon Management.

Horticultural Management.

Hospitality Management.

Information Technology, Multimedia and Education.

Insect Pathology.

International Spa Management

Molecular Diagnostics etc.

3.6.2. Type and dimension of organizations that use e Learning

The concept of distance learning is directly related to the concept of lifelong learning, as it gives

possibility to adults for education allowing greater flexibility in relation to the time and space.

In Greece distance learning is offered by the Hellenic Open University, the National & Kapodistrian

University of Athens which offers a range of distance learning modules and the Pedagogical Institute

operates a Centre for Distance Learning for teachers employed in Primary and Secondary Education.

New facilities for distance education, ICT are in progress at each higher education institute in order to

support both horizontal educational actions for higher education and other educational needs. This is

taking place in the context of the Information Society programme (call 7) and in compliance with the

Ministry of National Education & Religious Affairs relevant policies. In addition to the National &

Kapodistrian University of Athens, teleducation centres operate in three more higher education institutes:


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the Athens University of Economics & Business, the Aristotle University of Thessaloniki, and the National

Technical University of Athens, University of Patras , University of Thessaly, University of Ioannina,

University of Crete, University of Macedonia, and Higher Technological Education of Pireaus. However, tothis day, the network of centers is available only to teaching staff, students, agencies and organizations.

Open education modules and certification of studies are not yet available to the general public.

The Hellenic Open University is established in Patras and has been in operation since 1998. It is a legal

entity of public law, an independent and self-governed institute among the 20 higher, state owned

universities in Greece. The H.O.U. offers undergraduate and postgraduate courses, vocational training or

post-training on the basis of distance learning. Certification takes place at five (5) different levels ranging

from post-secondary education to doctoral degrees. In particular, the following academic titles areoffered: Bachelors, Masters, PhDs, in addition to certificates of education, post-graduate training and

attendance to modules.

Adult education modules based on the Distance Learning model are available at the National &

Kapodistrian University of Athens. These modules were designed in response to increased education

requirements in various job environments. They spin around 5 thematic units in the field of finance and

last from 5 to 9 months. Upon successful completion of the academic requirements, adult students

receive a Certificate of Studies. In particular, the University awards Certificates of Training and

Certificates of Specialisation, each reflect specific programme choices by the students. Eligible candidates

to the Universitys adult education programme are University and T.E.I. graduates and secondary

education graduates with previous experience. Candidates are selected on the following criteria: Grade

Point Average of Degree or Graduation Diploma (Apolyterio) and priority with respect to application filed.

Candidates are required to have access to a personal computer and the Internet. Fees vary with respect

to the thematic unit selected.

The Pedagogical Institute (P.I.) operates a Distance Learning Centre which provides distance training to

educators of Primary and Secondary Education who access the P.I. server either from their schools or

home. The relevant services offered spin around the following axes:

Self-education: access to (search & retrieve) training material and information on a wide range of

subjects that may be of interest to educators, pupils and parents.

Co-operative learning: on-line participation in various discussion groups and joint projects.

Virtual classrooms: interactive, real-time classroom sessions using dedicated ISDN connections.


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3.6.3. Way in which e-Learning is provided

The Hellenic Open University is an organisational variation of university education, was established by

Law 3027/2002, and constitutes an independent and fully self-administered University which is in theform of a legal entity under public law and is based in Patras. The Hellenic Open University may establish

branches in the country or abroad.

The Hellenic Open University organizes:

Undergraduate study programmes leading to a degree.

Postgraduate training programmes that lead to certification of training.

Postgraduate training programmes that lead to a postgraduate specialization degree or doctoral

degree.

The mission of the Hellenic Open University is to provide distance undergraduate and postgraduate

education and adult education, by developing and utilizing appropriate educational materials and teaching

methods. Among the goals of Hellenic Open University is to promote scientific research and to develop

technology and methodology in the field of transmitting knowledge from a distance.

In particular, this institution provides the possibility of higher education studies irrespective of the

candidates' age, i.e. it ensures them a "second chance" for lifelong learning and training. Also, the

Hellenic Open University offers University studies to those who cannot attend classes or laboratories for

whatever reason.

The objectives of the Hellenic Open University are achieved through the use of methods of teaching and

learning from a distance. These methods are based on high quality educational material which must be

appropriately developed in terms of both form and content in such a way as to permit a high quality of

self-education and frequent assessment of students. This material is traditional (books, notes, evaluation

forms), audio-visual (sound tapes, videotapes, optic discs) and in any other electronic form (multimedia

and Internet).

The methodology used in the Hellenic Open University for Undergraduate Programmes of Study, is that of

distance learning, which for each thematic unit includes:

five (5) meetings of tutors with students;

four (4) to six (6) compulsory assignments which are sent to the tutor;


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distance counseling communication between the tutor and students;

laboratory practice of students at the laboratories at Patras (wherever this is provided in the

Curriculum); and final and repeat examinations held for each thematic unit all over Hellas at the same time.

The undergraduate students can attend the program of studies of their choice from wherever they live in

any region of the country or abroad. The tutors' meetings with the students will be held in the following

cities: Patras (head offices), Athens, Thessaloniki, Herakleio, Ioannina and Xanthi.

As regards the Hellenic Open University Postgraduate Programmes of Study leading to a Postgraduate

Specialization Diploma or to a Certificate of Postgraduate Study, the methodology used is also that ofdistance learning, which for each thematic unit includes:

five (5) meetings of tutors with students;

four (4) to six (6) compulsory assignments which are sent to the tutor;

distance counseling communication between the tutor and students; and

final and repeat examinations.

The postgraduate students can attend the program of studies of their choice from wherever they live in

any region of Hellas or abroad. The tutors' meetings with the students is held in the following cities:

Patras, Athens and Thessaloniki.

Asynchronous e-learning courses are mainly provided by private organizations.

3.7. Existing training courses and training contents for teachers and trainers

Greece ranks first at European level in regard to the training of the teaching personnel. The courses were

mainly organized in the frames of the Operational Programme for Education and Initial Vocational

Training (EPEAEK I). During the last years, teachers have attended both obligatory and optional training

programmes of six months of one and even two-year duration. Trainers from all levels of education are

trained on new technologies, vocational guidance, health education, library science and other areas via

conventional and distance-learning training programmes.


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The training of teachers is distinguished into introductory for the newly appointed persons and periodic

for those already working and takes place at the Regional Further Education Centres. The conditions for

the provision of training to teachers are specified in Laws 1566/85, 1824/88, 2009/92, 2327/95, 2986/02and in Presidential Decrees resulting from the foregoing.

According to Law 2986/2002, a legal entity under public law, under the name Organization for the

Further Education of Teachers (OEPEK) was established, supervised by the Minister of National Education

and Religious Affairs. OEPEK is competent of:

Planning further education policies for Primary and Secondary Education teachers;

Co-ordinating forms and types of further education and implementing further education actions;

Drafting further education programmes and assigning educational work to competent agencies;Allocating and managing the sources provided for further education;

Certifying forms and degrees of further education.

In implementing its aims, OEPEK can co-operate with the Pedagogical Institute, Centre for Educational

Research, public services and organizations, with Hellenic and foreign Universities and Technological

Education Institutes (TEI) and research centres.

1. Institutions of further education can be, according to law:

Schools

The Regional Further Education Centres

Universities

Technological education institutes (TEI)

The Higher School for Teachers of Technological Education (ASPAITE)

The Pedagogical Institute

The National Institute for Youth

The Public Administration School.

2. Forms of obligatory further education are:

Periodic further education for permanent teaching staff

Special short-term further education programmes for all teachers and for those serving in Special

Education units.


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Teaching staff are chosen for periodical further education from lists drawn up by the Regional

Directorates. In determining the order of listing, the following are taken into account: the teachers' need

for further education, the operating needs of the schools, the teacher's length of service, and other

possible needs.

The teaching and practice programmes and the total number of teaching hours are laid down by

Presidential Decrees or Ministerial Decisions. Further education courses are taught at the Regional

Further Education Centres using modern methods and techniques, such as lectures, seminars, study

groups, workshops, proposals and studies, research, practice, and in any other way which ensures the

active participation of the students in all the phases and activities of the further education process.

While further education is being carried out, teaching aids and modern teaching technology are usedextensively.

Teachers who attend periodical further education courses are assessed in terms of their:

Active participation in further education activities

Ability to prepare, organise and teach successfully

Individual or collective assignments

Performance in written exams.

A certificate is granted to all those who complete further education programmes. Those who attend

periodic further education courses return to the schools to which they belong.

3.7.1. Training in the ICT area

University programmes for teachers are formulated by Higher Education Institutions and there is no

uniformity on the integration of ICT. In 20002004 teacher training in ICT has been organised through

the 'Information Society Operational Programme in the frames of which 76.000 teachers (63% of total)were trained. Teachers attend the programme after submitting an application provided there is a vacancy

for the specific period. Teachers are subsidised with 590 euros to buy a PC. The Ministry of National

Education and Religious Affairs is responsible for the provision of inservice training of teachers in public

schools.


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Training takes place in Support Training Centres. Teachers apply for the eightweek training

programme. The programme consists of six units (Basic concepts of Informatics and use of a PC; word

processing; spreadsheets; presentation software; networks and communication; educational software)and aims to familiarise teachers with the use of the basic computer applications and educational software

as well as to exploit them in their teaching and everyday work. Teachers who complete this first level of

training attend a second level of training, focusing on the exploitation of ICT in teaching and learning of

subjects other than Informatics in primary and secondary education. This second level of training is under

development by the Ministry of Education and is programmed to start in 2004.

3.7.2. Training in e-Learning area

Pls. refer to the previous topic.

4. Legislation and Government policies

4.1. National Legislation on training and Education Activities:

A series of policy reforms have been undertaken to make VET more attractive. These have been

implemented with at best mixed success. A short summary will be made of three significant rounds of

reform:

A large-scale round of reforms was launched in 1997 and 1998 with Laws 2525/97 and 2640/98. Law

2525/97 introduced the Unified Upper Secondary

School (Eniaio Lykeio) to replace the different types of schools which existed formerly. It also

established a new admission system for higher education, established evaluation standards for

teachers and trainers, and developed Regional Counselling and Orientation Centres. Law 2640/98

made significant changes to the field of secondary technical vocational education, which led tothe establishment of the TEE institutes.

Legislative amendments and revisions led to two further important laws: Law 2986/2002 on the

decentralisation of education as well as the evaluation of educators; Law 2916/2001 incorporated

the Technical Education Institutes (TEI) into Higher Education and upgraded the status of

technical vocational education by making them equivalent to the academic higher education

institutions (universities, or AEI).


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The new framework law 3191/2003 was ratified to rationalise services in the VET field, including

the accreditation of professional qualifications and training, the improvement of counselling and

vocational guidance, the coordination between ministries and the development of a nationalsystem linking VET with employment (ESSEEKA).

Law 2327/1995established the Adult Education Centers

There is no specific legislation regulating the non-formal adult education

In addition to policy reform, a number of steps have been taken at the institutional level to improve the

supply and quality of Vocational Education and Training. This has included issues such as theremuneration of teachers, renovation of schools, equipment and technology investments and other areas.

Some major initiatives include:

ICT in education, through equipment of all schools with computer laboratories, the integration of

ICT in education and teaching, and provision of classes in software use;

The development of the Unified Cross-Curricular Approach (DEPPS) by the Pedagogical Institute

(PI);

The integration and expansion of career counselling and vocational guidance in curricula and

schools;

Teacher training and assessment of schools, curricula and training.

4.1.1. Training Quality and Course Certification

In relation to the formal vocational education and the certificates issued the National Certification System

of Vocational Training has been established by a joint decree of the Minister of National Education and

Religious Affairs and the Minister Finance. The Organization for Vocational Education and Training

(O.E.E.K.) organizes vocational training certification exams at national level (in the cities where the

training unit has been delivered) twice a year, with the aid of the Central Examination Committee for the

Certification of Vocational Training, in which social partners also participate. In order to obtain the

Vocational Training Diploma, graduates of Public and Private Vocational Training Institutes sit for the

same exams which consist of both practical and theoretical parts, and compete in common theoretical

subjects throughout Greece.


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The Diploma of Vocational Training is recognized both in Greece and in European Union Member States.

(Presidential Decree 231/29-7-98, pursuant to which 92/51/E.U. Directive was incorporated in the Greek

Law).

The Organization for Vocational Education and Training (O.E.E.K.) is supervised by the Ministry of

National Education and Religious Affairs and aims at:

Implementing the targets of the National Vocational Education and Training System.

Establishing and operating the Public Vocational Training Institutes.

Supervising and controlling Private Vocational Training Institutes.

Forming a regulative framework for the operation of Vocational Training Institutes regarding training

matters.

The Organization for Vocational Education and Training provides initial or supplementary vocational

training:

Submits proposals to the Minister of National Education and Religious Affairs, related to the development

of policies and the planning for vocational education and training.

Observes and evaluates the requirements in specialised personnel for each sector of the economy, in co-

operation with other agencies.

Establishes and operates the Vocational Training Institutes under the jurisdiction of the Ministry of

National Education and Religious Affairs.

Determines the curricula of public and private Vocational Training Institutes.

Supervises and controls the Private Vocational Training Institutes.

Observes international trends and prospects in the employment sector.

Recognizes and qualifies the professions which correspond to vocational education and training, provided

by Vocational Training Institutes, according to the conditions and needs of the Greek and European

markets.

Recognizes Certificates, awarded by other Hellenic agencies of vocational education and training.

Co-ordinates activities and submits proposals to the Ministry of National Education and Religious Affairs

on matters concerning areas of various specialties of secondary technical vocational education and

training.

Determines the specifications and approves curricula of formal vocational training, provided by other

agencies not being supervised by the Ministry of National Education and Religious Affairs.

Exclusively conducts matters concerning the participation and representation of technical-vocational

education and training which falls under the jurisdiction of the Ministry of National Education and

Religious Affairs.


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Co-operates directly with European Unions agencies, on any subject relating to technical-vocational

education.

Develops and conducts training programs for trainers of vocational education and training.Organizes training programs for educators specialized in secondary technical-vocational education, in co-

operation with relevant agencies and various departments of the Ministry of National Education and

Religious Affairs.

In order to assure the quality of non-formal vocational training courses the main agency for making and

implementing policy of the Ministry of Labour & Social Affairs is the National Accreditation Centre of

Vocational Training and Support Services Centres (EKEPIS) which, using evaluation criteria, has

developed and implemented systems for:Accreditation of vocational training centres (KEK)

Accreditation of continuing vocational training trainers via the establishment of a register.

Accreditation of continuing vocational training courses that result in the acquisition of accredited

knowledge, skills and qualifications related to the needs of the labour market.

Accreditation of staff providing support services via the establishment of a register.

Development of the system for the ongoing monitoring and evaluation of the work of accreditation

centres.

EKEPIS establishes systems of specifications, inspection and evaluation, which include

modern views, experiences and new technologies. It implements transparent procedures and draws on

social dialogue with the stakeholders.

There is still no type of certification or accreditation of knowledge and skills acquired by trainees who

attended non-formal training programs while the structure and content of the detailed courses is the

responsibility and competence of each Vocational Training Centre.

Quality assurance in non-formal vocational training and education is achieved via the activities of the

National Accreditation Centre (EKEPIS) and in particular via

a) the system of on-going inspections, monitoring and evaluation of accredited vocational training centres

and,

b) accreditation of trainers enlisted in the Trainers Register of Continuing VET. During the process of

developing the aforementioned systems, the National Accreditation Centre invited all interested parties,

e.g. vocational training providers, social partners, representatives of the respective managing authorities

and the Ministry of Labour and Social Affairs, to participate in the public dialogue. Views were exchanged


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and proposals put forward on the procedures, terms, conditions and criteria for the implementation of

each action.

4.1.2. Professionals certifications

In relation to certification of qualifications acquired via formal education, the main planning and

implementation structure in Greece is the Ministry of Education and Religious Affairs. However, in parallel

formal vocational education and training is also provided by other bodies agencies under the supervision

of specific ministries such as the Ministry of Labor and Social Affairs, the Ministry of Health and Welfare,

the Ministry of Agriculture, and the Ministry of Development. In addition to public agencies formal

education is also provided by private organizations (private schools and Technical Vocational Schools

(TEE) which are supervised by the Ministry of Education and Religious Affairs in relation to courses and

the level of training provided.

Knowledge and skills acquired outside the system of formal education are only accredited when provided

by organizations which themselves design and implement the corresponding training courses for their

employees. Such agencies are the public utilities (Public Power Corporation, Hellenic Telecommunications

Organization, Hellenic Railways, Athens Piraeus Water Supply Corporation), financial institutes (private

or public banks), and large private sector companies. Accreditation of these qualifications is valid only for

the working environment of these specific organizations or enterprises.

Certification of technical qualifications which leads to license for exercising a profession, is issued by the

respective departments of the Ministry of Transport and Communications and proven professional

experience is required for a certain number of years in that area of specialization in order for it to be

issued. In certain areas of specialization written examinations to test professional experience are also

required.

4.1.3. Training institutions certification

See above Point 4.1.1.


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4.2. Programmes promoting e-Learning and fostering Innovation applied totraining/education

One of the main priorities of the Greek government within the framework of Information

Society Operational Programme is to develop educational software and digital content for its exploitation

into schools. Eight more educational software packages are being localised in Greek, seven more Greek

educational packages and fifty packages of educational activities are being developed. In addition, three

educational portals are being developed: one for educational matters and resources; one for the Greek

language; and one for youth, while telematics services are being developed for the school and academic

networks. Finally, library resources are being digitised. 2

The Ministry of National Education and Religious Affairs has developed an educational portal3 providing a

virtual meeting space and support agency for the entire educational community. The portal aims to

provide access to information sources and databanks for students and teachers in primary and secondary

education, quality educational material to students and teachers in primary and secondary education,

support educational practice in primary and secondary education, develop an educational e-community

and familiarise students and teachers with Internet tools and applications.

4.3. Financial support from the Government (for example to the programmes

mentioned above; extent to which financial support is accessible, adequacy,applicability, impact, etc.)

Community Support Framework II - EPEAEK I

Within the 2nd Community Support Framework (1994-1999), the Ministry of National Education and

Religious Affairs integrated in its educational policy the Operational Programme for Education & Initial

Vocational Training (EPEAEK I, 1994-1999), cofinanced by the European Structural Fund, at both national

and regional level with three strategic goals:

access of all young people aged 15-20 to education and vocational training

reform and upgrading of the education system and its linkage with the new needs of the labour

market

improvement of infrastructure (libraries, equipment etc) and upgrading of administration.

2INSIGHT, knowledge base for new technology and education, country report - Greece

3http://www.pekp.gr


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The analysis report on the correlation between the goals set out in EPEAEK I, and the problems of

education concluded that achievement of these goals would meet the needs of education and initial

vocational training at a satisfactory degree.

According to the Final Evaluation Report of EPEAEK I, July 1999, it is difficult to measure accurately the

extent to which the interventions of EPEAEK I covered the needs of education and initial vocational

training in Greece. The EPEAEK I actions can be distinguished in two main categories: those of finite

duration (e.g. the establishment of a library or a network) and those, which call for regular repetition

(e.g. the training of the teaching personnel etc). The first category actions are considered to have

covered basically the needs, while it is evident that the second category actions cover only temporarily

current needs.

Community Support Framework III - EPEAEK II

The imminent integration of the countries of Eastern and Central Europe reinforce the role of the

European Union internationally. The fundamental policy priority of the European Structural Funds is the

achievement of economical and social cohesion. The present social needs highlight the importance of the

role of the human capital to development and progress.

In Greece, the strengthening of the economy and the strong immigration flow give rise to new needs and

challenges for the education and training systems.

Within the framework of the 3rd Community Support Framework, the Operational Programme for

Education & Initial Vocational Training (EPEAEK II, 2000-2006) currently in force in Greece aims at the

improvement of the education system and the services provided to respond more effectively to the real

social needs and link education and training with the needs of the labour market. Pilot interventions,

which began during the implementation period of EPEAK I, have provided valuable experience. The

Ministry of National Education and Religious Affairs draws on the experience gained by EPEAEK I,

complements the interventions in human resources development, integrates them into the national

strategy for education co-financed by EPEAEK II, and places the focus on:

The promotion of equal opportunities for access to the labour market and, in particular, for those

threatened by social exclusion.

The development and improvement of education and vocational training within the framework of

lifelong learning policy.


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They focus on the following:

- Teachers Training

- The establishment of Lifelong Learning Institutes (IDBE) by higher education institutions to provide

educational programmes addressed to either upper-secondary school graduates over the age of 25 orhigher education degree holders. These programmes aim at widening adults educational and

occupational options, providing opportunities for further learning and updating their knowledge and skills.

The learning programmes are to be flexible in regard to duration, attendance and method adapting to the

learners needs. There will be academic programmes, which will lead to a higher education degree

(formal qualification) and further education programmes, which will lead to a further education certificate

(non-formal qualification).

- the development and promotion of entrepreneurship and adaptation of young people.

4.4. Influence of European legislation and initiatives in the implementation oftraining/educational projects

Accreditation of qualifications and promotion of lifelong learning in the context of the Community

Initiative EQUAL.

Transparency of qualifications and linking of lifelong learning with employment -Common

European Diplomas.


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5. Main Conclusions

The Information Society & Education an Investment for the Future

The state has an obligation to ensure equality of opportunity for learning and for the acquisition of the

skills that will enable tomorrows citizens to follow unhindered and become familiar with technological

developments, participating actively and on an equal footing in the digital world.

The use of the new technologies in education presupposes:

The equipment and networking of schools and post-secondary institutions;

The training of teachers in the use of ICTs;

he development of digital educational material.

Keeping teachers up to date with the new technologies requires the development of suitable educational

multimedia applications, the promotion of certification for educational software applications, the creation

of links to digital libraries and the establishment of tele-education centers for students and teachers.


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5. Evaluation of Teaching: Completion by the students of evaluation sheets for the theoretical and

laboratory teaching.

6. Initiation of Students to the Research: The possibility of the creation of a climate of inquiring

activities and scientific research is very important in any High Education Institution.

7. Promotion of Complex Tasks: There is an effort to adopt new processes in the educational process

(development of complex tasks, resolution of realistic problems relevant to the sector, application of

theory from model case studies, seminars etc).

8. Promotion of New Forms of Evaluation: For the growth of new forms of marking, there is the

possibility of choice of certain lessons from each cycle. The examination is carried out with intermediary

evaluations, examinations and tasks.

9. Development of Laboratories for the use of ERDF 'Widening of Higher Education' and

'Support of Informatics Studies': the installation and good operation of equipment constitutes afundamental educational objective for the right concretisation of the proposed curricula.

10. Development and Adaptation of Electronic Educational Material, Tele-training and

Systems for Management of On-line Courses: The applications of Tele-training and of systems for

Management of On-line Courses constitute a modern sector of educational applications in the Information

Society, and their exploitation constitutes today one of the main challenges that faces the Academic

Community. The Department of Telematics and Administration of the TEI Epirus, in collaboration with the

Centre of Networks and Information Technology in the frames of the Third ESF aims to the creation of a

suitable infrastructure for hardware and software, Tele-training and Systems for Management of On-line

Courses as well as of the didactic experience in the use of these tools in the educational process.

The service of Asynchronous Tele-training is available for the educational personnel and for the students

of the department of Telematics and Administration, aiming at the better service of the educational

process. The management of each course is performed by the professor (s) that have undertaken the

particular course that, at the beginning of the Academic Year, in agreement with the administrator, will

receive the username and the password for the management of their course. For the students of the

department the courses are "open", that means that is not essential their registration in a course in order

to use the offered services.

The professors of the department can create on their own the course that they teach, selecting at

registration time the option "Creation of Course". The students, provided that registration is required,

must select the option "Course Follow-up".


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Conclusions

Introduction of Asynchronous Tele-training in the department of Telematics and Administration of the

Technological University of Epirus favours both the professors and students in the department.

Asynchronous Tele-training used in the department provides flexibility for preparation of new courses and

delivering of the courses to a broad audience of students, as there are no limitations in terms of time and

location. It is also a prerequisite for presenting an update and adapted to the needs of the students

programme of courses.

Case Study 2

Sector: Private Enterprise

Name of the Initiative: Compact S.A.

Further relevant information: http://www.compact.gr/

Overview: General Description

Compact S.A. was founded in 1995 by young professionals in information technology with the aim to

change the status quo in the sector of educational services. Nowadays, the company holds the foremostplace among the other companies that offer educational services in Greece.

During the first two years of its course, Compact focused on the development and improvement of the

traditional way of instructor led training, by choosing as associates the best tutors in the Greek market.

The high quality of the educational services provided, was recognized by Microsoft that acknowledged

Compact as a Certified Technical Education Center.

In 1997 Compact S.A. become exclusive distributor in Greece, Cyprus and Turkey of the products of theAmerican company Smart Force, a world leader in e-learning.

Key Points

Compact S.A. focuses its activities on:

1. Evaluating the educational needs, using a specific well tried and effective methodology.

2. Suggesting the best and most appropriate educational methods, according to user's capabilities,

knowledge and special needs.


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3. Providing help during the educational process, through motivation and encouragement.

4. Evaluating the results of the educational process and to redefine the educational methodology and

the content, if necessary.

5. Managing a company's knowledge using a specific methodology.6. Developing educational content based on the best business practices of a company, as a result of

the methodology above.

Compact's training solutions apply to Corporate Customers and Individual Trainees.

More than 15.000 trainees and 50 companies in Greece, have already taken advantage of the unique e-

learning method offered. In the contemporary, more than ever competitive business environment, the

need for effective staff training becomes more and more imperative. According to the company the e-

learning method "makes life easier" for the training managers, as it eliminates all these obstacles andoffers various advantages, such as:

Flexibility, as the trainees can control the pace of their training, which takes place at each

trainee's convenient place and time, without pressure and need for translocation.

Reusable educational material, which remains at the trainee's disposal for as long as needed and

can be accessed whenever needed.

Secure, user friendly and highly motivating educational environment.

Tests, simulations and search exercises that motivate the trainees, stimulate their ability to

observe and help them to assimilate the curriculum.

Study guide approved by all software manufacturers.

Online and asynchronous communication with experienced tutors and other trainees.

Preparation for the acquisition of all official professional certifications.

Cost saving up to 90% compared with the traditional way of teaching.

Through the first Greek internet training center at www.e-learning.gr , Individual Trainees/users are able

to customize fully their training, in order to satisfy their own specific needs and be trained at their own

convenient place and time.

The user should be connected to www.e-learning.gr where he/she can select one or more training courses

form a rich CBT library and can acquire or enhance his/her knowledge on various subjects.

Compact's e-learning offers:

SmartForce's CBT courses, approved and certified by the corresponding software manufacturers

and translated and localized in Greek.

Automatic, instant response to all questions through e-mail.


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Trainees' communities-forums (online conversations among trainees based on their questions)

supervised by Compact's experienced tutors.

Learning Objects

The learning objects covered are:

Information Technology

Business Skills

Foreign Languages

The certified content of the library supplement:

Advanced tools that help monitoring and controlling the progress of the trainees.

Complete support by Compact's specialized personnel, that assumes the responsibility of

promoting the specialized training method within the corporate customer's company.

Tools for asynchronous and online communication (the trainees can submit questions to

educational forums-communities, communicate with their tutors via e-mail and participate in

virtual internet classrooms).

Conclusions

Compact S.A. provides to a large number of companies and individual trainees in Greece easy accessible

e-learning courses. In the beginning of the new millennium, e-learning is at the centre of discussions as

far as corporate education concerns, and Compact holds an inventory of more than 50 collaborations with

some of the most important Greek companies and organizations. At the same time, the realisation of thefirst educational centre via Internet, found at www.e-learning.gr, creates a whole new way of education

that applies also to independent users, something very unusual in Greece.


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I. Links

http://www.ypepth.gr (Site of the Hellenic Ministry of Education and Religious Affairs)

http://www.edunet.gr (The portal collects information about education in Greece)

http://www.infosoc.gr (Website of the Greek Initiative "Information Society" produced by the Ministry of

Economy and Finance)

http://www.sch.gr/ (Greek school network)

http://www.grnet.gr (The Greek Research and Technology Network, providing Internet services to the

Greek Academic and Research community)

http://www.gunet.gr (The Greek universities network portal)

http://www.cti.gr/nts/en/about.php (NTS field of expertise is the design and implementation of network

structures and services on telematics)

http://www.iky.gr/ (National Agency of the Socrates Programme in Greece)

http://www.ep-katartisi.gr/leonardo (National Agency of the Leonardo Programme in Greece)

http://www.iti.gr/index.html (A non-profit organisation under the auspices of the General Secretarial of

Research and Technology of Greece)

http://www.ypepth.gr/ktp/en_home.htm (A coordinate effort for the utilization of ICTs and their

incorporation into the everyday educational procedure of the Hellenic Ministry of Education and Religious

Affairs)

http://www.yme.gr/ (Ministry of Transport and Telecommunications)

http://www.eett.gr (National Telecommunications and Post Commission)

http://e-yliko.sch.gr (Web Educational Portal of the Ministry of Education & Religious Affairs.)

http://www.oeek.gr (Organization for Vocational Education and Training)

http://193.92.86.20/onlinelearning/en/ (Provision of eLearning solutions for learning the English

language)

http://www.netkids.gr/classroom/handouts.htm (Specialized center that provides training to children)

http://www.snet.gr (The Greek Network of Schools provides general eLearning courses)

http://www.eap.gr (Online University)

http://e-class.teilar.gr/ (Online University)

http://eclass.cs.teiath.gr/ (Online University)

http://eclass.science.tuc.gr/ (Online University)

http://www.teleinfom.teiep.gr/eclass/index.php (Online University)


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http://www.sap.com/greece/index.epx (A company with a huge number of offices located all around theworld, offer a number of business solutions and services eLearning included)

http://www.edisinet.gr/n/pages/E-Learn.htm (Company aiming at providing all kind eLearning solutionsto private and public sector of the economy)

http://www.europedia.gr/ (Company providing online courses, cooperation with some major UKUniversities, software development solutions etc)

http://www.pekp.gr

II. References

1. Eurostat, The digital divide in Europe, 2005.

2. Eurostat, Internet usage by individuals and enterprises 2004.

3. Danish Technological Institute, The eLearning industry and market in Europe Lot 1Appendix to

Synthesis Report.

4. National Statistical Service of Greece, Greece in figures, 2005

5. Eurostat, Morag Ottens, Statistics in focus, 2005

6. CEDEFOP - European Centre for the Development of Vocational Training, Teachers and trainers in

Vocational Education, 1997.

7. National Accreditation Center for Continuing Vocational Training EKEPIS, The role of national

qualification systems in promoting lifelong learning GREECE, 2003.

8. Amitsis G., Providers of vocational education and training in Greece Links between initial and

continuing training, Centre of European Constitution Law, Athens, February 2000.

9. Government White Paper, Greece in the Information Society, Strategy and Actions, 2002

10. INSIGHT, knowledge base for new technology and education, country report - Greece


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III. Glossary

E-learning: The use of new multimedia technologies and the Internet to improve the quality of

learning by facilitating access to resources and services as well as remote exchanges and

collaboration.

Information Technology (IT): General term referring to knowledge and use of computers and

electronic communications systems by organizations.

ICT (Information and Communications Technologies): An expression embracing all the

technologies that go to form the Information Society: data processing, Internet, multimedia, etc.,

and the telecommunications system that enable information to be distributed.

Lifelong Learning: An expression used to indicate that acquiring new knowledge is now

considered a continuous process which does not end when one leaves school or university, but

continues uninterrupted throughout one's professional life and even after retirement, spreading

to embrace all stages of life and all social groups thanks, to a great extent, to the possibilities

offered by e-learning.

Virtual Learning Environment: This expression refers to the spaces where on-line interaction

takes place, with any purpose, including learning, between students and teachers.


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IV. List of Acronyms

GGEE: General Secretariat for Adult Education

NELE: Prefecture Committees for Adult Education and Training

IDEKE: Institute of Continuing Education for Adults

KEE: Adult Education Centres

OAED: Greek Manpower Employment Organization

KEK: Vocational Training Center

EKEPIS: Accreditation of Vocational Training Structures and Accompanying Support Services

DIKATSA: Inter-University Centre for the Recognition of Foreign Qualifications

H.O.U.: Hellenic Open University

EPEAEK I: Operational Programme for Education and Initial Vocational Training

OEPEK: Organization for the Further Education of Teachers

DEPPS: Unified Cross-Curricular Approach

O.E.E.K: Organization for Vocational Education and Training

TEE: Technical Vocational Schools

IDBE: Lifelong Learning Institutes

E-Trainers_National Statement on E-Learning_Greece

Documents

Transcript of E-Trainers_National Statement on E-Learning_Greece