Greece: Development of lifelong learning and other provisions 2010
English
Governments
Governments hold a wealth of knowledge on skills development, and are increasingly realizing the value of learning from each others’ experiences. Their policy documents, programme evaluations, and research findings contain their experience and ideas on how to better link skills to employment
Access to training
Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.
This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business.
Lifelong learning
There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.
Training quality and relevance
National policies and initiatives
National legislation, policies and initiatives on the issue of training and skills development and the world of work.
i) to systematize and coordinate the investigation of the educational and training needs of adults in relation to the needs of the labour market and social development;
ii) to plan and decentralize lifelong learning activities; systematically support the institutions in the National Network for Lifelong Learning; and to plan the cooperation of the institutions in the Network with lifelong learning service providers;
iii) to promote vocational training and adult education in general as two equal pillars of lifelong learning;
iv) to establish the standards and tools for the development and qualitative improvement to lifelong learning;
v) to ensure the accessibility by people and particularly by the members of vulnerable and socially vulnerable groups to all the training activities and general adult education;
vi) to continually educate and evaluate adult educators;
vii) to establish a coherent national framework for the evaluation and certification for all forms of training and general adult education; and
viii) to create a uniform national framework for the recognition of qualifications and the certification of knowledge, skills and abilities.
Qualification frameworks
Skills recognition
Vocational training
Europe and Central Asia
