Difficulties Apprenticeship Trainers in Secondary Vocational Education Deal within their Educational Work: A Greek Case Study
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 10 May 2021

Difficulties Apprenticeship Trainers in Secondary Vocational Education Deal within their Educational Work: A Greek Case Study

Efstathia Karampini, Evaggelos Anagnou, Iosif Fragkoulis

Hellenic Open University, Greece

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.02.284

Pages: 339-348

Keywords: Apprenticeship, Vocational High Education (EPAL), Professional Development, Adult Education

Abstract

The institution of the Post-Secondary Year - Apprenticeship Class was introduced in Greece in 2013 and after its pilot phase, its application in Vocational High Schools (EPAL) throughout the country was expanded in 2017. After the completion of four years of presence and implementation of the institution, with significant benefits for the apprentices, some factors emerge that make the participation and operation of the trainers involved in the Apprenticeship difficult. The aim of this study is to record, investigate and interpret a) the difficulties trainers encountered in their educational work and b) the necessary supplies they utilized to deal effectively with these difficulties. The sample was fifteen (15) trainers of EPAL who participated in the implementation of the Apprenticeship. The qualitative method was selected for the research, with semi-structured interviews as a tool for data collection and thematic analysis for their analysis. According to the findings of the research, trainers face difficulties in their educational work, mainly in the extensive course material, the low level of knowledge and the indifference of apprentices. The main means they use in the classroom to manage and deal with these difficulties are the very good knowledge of their specialized subject, the extensive educational experience, the application of the principles and practices of Adult Education and their skills. The present study aims to contribute, through the utilization of the research conclusions, to the feedback of education executives and trainers for the functional improvement and enhance the effectiveness of the institution.

References

  1. Adam, S. (2008). Learning outcomes current developments in Europe: Update on the issues and applications of learning outcomes associated with the Bologna Process. In Edinburgh: Scottish Government. Presented to the Bologna Seminar: Learning outcomes based higher education: the Scottish Experience. Retrieved from: https://www.academia.edu/32806775/Learning_Outcomes_Current_Developments_in_Europe_Update_on_the_Issues_and_Applications_of_Learning_Outcomes_Associated_with_the_Bologna_Process on 22/11/2020

  2. Akkerman, S.F., & Bakker, A. (2011). Crossing boundaries between school and work during apprenticeships. Vocations and Learning, Volume 5, Issue 2, pp. 153–173. Retrieved from: https://doi.org/10.1007/s12186-011-9073-6 on 25/11/2020

  3. Braun, V., & Clarke, V. (2012). Thematic analysis. In: H. Cooper (ed.), APA Handbook of Research Methods in Psychology (pp. 51-77). Washington: American Psychological Association. Retrieved from: https://doi.org/10.1037/13620-004 on 27/11/2020

  4. Broek, S., Pagliarello, M., Noort, R., & Vroonhof, P. (2017). Teachers and trainers in work-based learning/apprenticeships. Retrieved from: Doi: 10.2767/34652 on 29/11/2020

  5. CEDEFOP (2016). Professional Development for Teachers and Trainers in the VET Sector. Thessaloniki: Cedefop. Greek bibliography. Retrieved from: https://www.cedefop.europa.eu/files/9112_el.pdf on 30/11/2020

  6. CEDEFOP (2018). Apprenticeship review: Greece. Modernizing and expanding apprenticeships in Greece. Thematic country reviews. Luxembourg: Publications Office. Retrieved from: https://www.cedefop.europa.eu/files/4160_en.pdf on 27/11/2020

  7. CEDEFOP (2020). Developments in vocational education and training policy in 2015-19: Greece. Cedefop monitoring and analysis of VET policies. Retrieved from: https://www.cedefop.europa.eu/en/publications-and-resources/country-reports/developments-vocational-education-and-training-policy-2015-19-greece on 3/12/2020

  8. Chu, S., Reynolds, R., Notari, M., Taveres, N., & Lee, C. (2016). Teachers? professional development. 21st

  9. Century Skills Development Through Inquiry-Based Learning. Retrieved from: DOI: 10.1007/978-981-10-2481-8_6 on 4/12/2020

  10. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Retrieved from: https://gtu.ge/Agro-Lib/RESEARCH%20METHOD%20COHEN%20ok.pdf on 15/12/2020

  11. Creswell, J.W., (2016). Research in education. Planning, conducting and evaluating quantitative and qualitative research (tr. N. Coumarou) (Ed. Ch. Tzorbatzoudis). Athens: Ion. (In Greek)

  12. European Commission (2015b). Riga Conclusions 2015. On a new set of medium-term deliverables in the field of vet for the period 2015-2020, as a result of the review of short-term deliverables defined in the 2010 bruges communiqué. Retrieved from: https://www.efvet.org/wpcontent/uploads/2016/08/rigaconclusions_-revised_21-06.pdf on10/12/2020

  13. Jones, A., Pitard, J., & McClusky, T. (2011). Pathways for VET educators: Higher level VET education qualifications and higher education articulation framework. Retrieved from: https://www.voced.edu.au/-content/ngv:47726 on 18/12/2020

  14. IEP (2018). Evaluation report of the Institute of Educational Policy (IEP) for the A phase of the Post-Secondary year-Apprenticeship class. Retrieved from: http://www.iep.edu.gr/el/tee-anakoinwseis/ekthesi-apotimisis-etos-mathiteias on 5/12/2020

  15. IEP THE2 (2018). Deliverable Π1.5.1.b: Training material for Θ.Ε.2: Apprenticeship Curricula. Act "Training of teachers / trainers in Apprenticeship" with code OPS (MIS) 5008057. Sub-project 1: "Support actions for the implementation of Training." Retrieved from: www.iep.edu.gr/images/IEP/PROKIRIKSEIS-ERGA/Erga/Epimorfosi_Mathiteia/1.5.1.b_epimorfotiko_yliko_EY1_THE2.pdf on 22/12/2020

  16. Karatzogiannis, S., & Pantazi, S. (2014). Vocational Education and Training in Greece: Weaknesses, opportunities and prospects. Athens: IME GSEVEE. Retrieved from: http://previous.imegsevee.gr/attachments/article/1090/meleti_eppagelmatiki_ekpaid.pdf on 18/12/2020

  17. Karoulas, G. (2017). Apprenticeships and small businesses: institutional framework and proposals for improving the system. Athens: IME GSEVEE. Retrieved from: https://www.academia.edu/36949226/-Μαθητεία_και_Μικρές_επιχειρήσεις on 30/11/2020

  18. Korelli, Y., & Mourouzides, Y. (2016). Supporting teachers and trainers for successful reforms and quality of vocational education and training: mapping their professional development in the EU – Cyprus. Cedefop ReferNet thematic perspectives series. Retrieved from: http://libserver.cedefop.europa.eu/vetelib/2016-/ReferNet_CY_TT.pdf on 13/12/2020

  19. McCoshan, A. (2017). Supporting teachers and trainers for quality apprenticeships and work-based learning. Retrieved from: https://ec.europa.eu/epale/en/blog/supporting-teachers-and-trainers-quality-apprenticeships-and-work-based-learning on 16/12/2020

  20. Paidousi, Ch. (2014). Dual system of vocational education. The German "narrative" about the connection between education and the market. Athens: National Institute of Labor and Human Resources (E.I.E.A.D.) Retrieved from:https://www.eiead.gr/meletes-ereynes-quot-dyiko-systima-epaggelmatikis-ekpaideysis-i-germaniki-afigisi-gia-ti-syndesi-ekpaideysis-kai-agoras-ergasias-quot-fevroyarios-2014 on 15/11/2020

  21. Papastefanaki, S. (2002). Development and evaluation of the skills of adult trainers. Thessaloniki: Kyriakidis Bros.

  22. Robson, C. (2010). Real World Research. A tool for social scientists and professional researchers. (tr. B. Ntalakou, & K. Vasilakou) (Ed. K. Mixalopoulou). Athens: Gutenberg. (In Greek)

  23. Rogers, A. (1999). Teaching Adults. (tr. M. Papadopoulou, & M. Tomprou) (Ed. A. Kokkos). Athens: Metaixmio. (In Greek)

  24. Zarifis, G., Fotopoulos, N., Zanola, L., & Manavi, Ch. (2017). The social dialogue for vocational education and training in Greece. Athens: IME GSEVEE. Retrieved from: https://www.academia.edu/32418513 on 18/12/2020

  25. Zimmerman, K.F., Biavaschi, C., Eichhorst, W., Giulietti, C., Kendzia, M.J., Muravyev, A., Pieters, J., Rodriguez-Planas, N., & Schmidl, R. (2013). Youth unemployment and vocational training, Foundations and Trends in Microeconomics, vol. 9(1-2), pp.1-157. Retrieved from: http://ftp.iza.org/dp6890_final.pdf on 4/12/2020

bottom of page