Training for Trainers

on e-Learning
PT/05/B/F/PP-159147

National Statement on e-Learning

Greece

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 the
information contained therein.
 Training for Trainers on e-Learning

Index

Part A ..........................................................................................................................3
1. Introduction............................................................................................................3
2. Infrastructure Context............................................................................................3
2.1. IT usage ...................................................................................................................................... 3
2.2. Internet access........................................................................................................................... 6
3. Training Agents: Universities, Companies, Training institutions.............................8
3.1. Logistic conditions (for computer usage and internet access).......................................... 10
3.2. Human Resources: trainers, teachers, other staff, and students..................................... 11
3.3. Types of training modalities most commonly used by institutions (book, classical
training, video conference, e-Learning, other solutions)........................................................... 11
3.5. Usage of electronic resources in courses ............................................................................. 12
3.6 Main characteristics of the e-learning practices ................................................................... 12
3.6.1. Main subjects of training courses in e-Learning .............................................................. 12
3.6.2. Type and dimension of organizations that use e Learning ............................................ 14
3.6.3. Way in which e-Learning is provided................................................................................. 16
3.7. Existing training courses and training contents for teachers and trainers...................... 17
3.7.1. Training in the ICT area ...................................................................................................... 19
3.7.2. Training in e-Learning area................................................................................................. 20
4. Legislation and Government policies ................................................................... 20
4.1. National Legislation on training and Education Activities: ................................................. 20
4.1.1. Training Quality and Course Certification ......................................................................... 21
4.1.2. Professionals certifications .................................................................................................. 24
4.1.3. Training institutions certification ........................................................................................ 24
4.2. Programmes promoting e-Learning and fostering Innovation applied to
training/education............................................................................................................................ 25
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.)
............................................................................................................................................................ 25
4.4. Influence of European legislation and initiatives in the implementation of
training/educational projects.......................................................................................................... 27
5. Main Conclusions ................................................................................................. 28
Part B. ...................................................................................................................... 29
Case Studies............................................................................................................. 29
I. Links ..................................................................................................................... 34
II. References .......................................................................................................... 35
III. Glossary............................................................................................................. 36
IV. List of Acronyms ................................................................................................. 37

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 Training for Trainers on e-Learning

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 teacher’s 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 individuals
20% 23% 16%
using Internet

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Total SMEs Large

Proportion of enterprises
87% 87% 100%
using Internet
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%
Source: “Internet usage by individuals and enterprises 2004 ”, Eurostat

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%
Source: “Internet usage by individuals and enterprises 2004 ”, Eurostat

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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E-commerce 1%
Source: “The digital divide in Europe 2004”, Eurostat

A small percent of individuals is interaction with the public authorities via Internet mainly to obtain
information. (Table 5)

Table 5: Proportion of individuals interacting with public authorities via Internet, 2004
Purpose Proportion of enterprises
Obtaining information 7%
Obtaining forms 3%
Sending filled in forms 2%
Source: “Internet usage by individuals and enterprises 2004 ”, Eurostat

Details on the Internet usage by enterprises:

The following table shows the proportion of enterprises using Internet by economic sector. The highest
percent of Internet usage is registered for the enterprises undertaking community, social and personal
service activities (100%) and the enterprises working in the field of transport and communication (93%).
(Table 6)
Table 6: Internet usage by enterprises (by sector – NACE classification), 2004:
Proportion of enterprises
Enterprise by sector
using Internet
D Manufacturing 84%
F Construction 92%
G Wholesale and Retail Trade 89%
H Hotels and Restaurants 83%
I Transport Storage and Communication 93%
K Real estate, Renting and Business activities 90%
O Other community, Social and Personal Service Activities 100%
Source: “Internet usage by individuals and enterprises 2004 ”, Eurostat

Relatively small percent of the enterprises in Greece is involved in E-commerce. The statistics show that
only 13% of the enterprises are involved in purchasing via Internet and only 5% sell via Internet. (Table
7)

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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%
Source: “Internet usage by individuals and enterprises 2004 ”, Eurostat

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%
Source: “Internet usage by individuals and enterprises 2004 ”, Eurostat

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 one
member aged 16 to 74)
Personal Internet Broadband
computer connection at connection
at home home 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 the 29% 17% 0%
EU average.
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
people’s 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 (as
percentage 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 people’s place 8% Only at other people’s 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 (in
particular 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%
Source: “Internet usage by individuals and enterprises 2004 ”, Eurostat

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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 and
Accompanying 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 2000−2004” 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 tele−education 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 160x−R) 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 high−speed 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. Another
requirement 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, to
this 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 are
offered: 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 University’s 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 the
form 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 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;
• 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, 2986/02
and 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 used
extensively.

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 2000−2004 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 in−service training of teachers in public
schools.

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Training takes place in “Support Training Centres”. Teachers apply for the eight−week 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 to
the 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 national
system 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 the
remuneration 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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 Training for Trainers on e-Learning

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 Union’s 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 to

training/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.

2
INSIGHT, knowledge base for new technology and education, country report - Greece
3
http://www.pekp.gr

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 Training for Trainers on e-Learning

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 or
higher 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 of

training/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 tomorrow’s 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;

• Τhe 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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Part B.

Case Studies

Case Study 1
Sector: Higher Education

Name of the Initiative:

Technical Educational Institute (TEI) of Epirus, Department of Telematics and
Administration

Further relevant information:

http://www.teiep.gr/
http://www.teleinfom.teiep.gr/index.php

Overview: General Description

The Technological Educational Institute of Epirus was founded in 1994 and is a public legal entity
belonging to the Higher Education Section in Greece. It has four Faculties and thirteen Departments.

Key Points
The Department of Telematics and Administration has as educational objectives to the following:
1. Creation Courses for the Production of Software - Programming of:
Networks, Multimedia, Telecommunications, Parallel Systems (Operational Systems, Architecture, Digital
Electronics), Databases and Informatic Systems for Marketing and Economy.
2. Advisory Institution: For the restriction of the phenomenon of study stagnation and for the
successful support of studies in the department.
3. Indicators of Study Frequency: The mentioned indicators will help to locate existing problems in
the frequency of students to the lessons. During the application of this measure the indicators can be
modified for a better description of problems that will result.
4. Support of Allocated Bibliography - Institution of Multiple Bibliography: The working team in
charge of the 1st educational objective is responsible for the syntax of lists of books and magazines
proposed for purchasing, according to the department running programs, but also upon suggestion by
the management the institution. The lists is being renewed each year with newer publications.

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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 a
fundamental 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 foremost
place 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 the
American 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 and
offers 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 the
first 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 the
world, 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 solutions

to private and public sector of the economy)

http://www.europedia.gr/ (Company providing online courses, cooperation with some major UK

Universities, 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

37