The Teaching and Learning Advisor Role
Greek National Report
General Overview
The role of a Teaching and Learning Advisor is to research and investigate pedagogical issues to
develop teaching strategies to be delivered in workshops to support teachers. We have to add at this
point that in Greece there are no specific categorizations or job profiles under this term. So we use
under this “umbrella” the role of School Counsellor, with his/her identity and characteristics following.
National education policies on ongoing support for teachers
School counsellor in Secondary Education was established in 1982 to cover issues such as scientific educational guidance, participation in the evaluation and training of teachers and encourage any effort
to scientific research in formal education. (Law N.1304/1982/A-144). Today lines which indicate the
work of the school counsellor is below according to the Ministerial decision F.353.1/324/105657/D1
(Gazette 1340 sq. V/16-10-2002, Article 8):
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Manages of the education policy and supports implementation of educational innovations
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Proposes program to implement the curriculum for the subjects of his/ her specialty or he
/she is responsible for the implementation of the proposed by Ministry Schedule
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Organises teacher’s training initiatives and projects in his/ her area.
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Participates in the evaluation of teacher’s educational work and education.
-
When
the
School
Counsellor
finds
that
some
teachers
have
inability to conduct educational work, while writing the Staff Report, proposing an
individual training program for them.
As we can understand, this counselling becomes from an external trainer, and he /she is responsible
for a whole educational region – and not for every specific school.
Formal and informal training and support for teachers exists in VET organizations
All the supportive and educative issues for VET trainers for Greece, is a part of EOPPEP
organization’s job. EOPPEP is the National Organisation for Accreditation of Qualifications &
Vocational Guidance, under the supervision of the Minister of Education, Lifelong Learning and
Religious Affairs.
The Centre's mission is to develop and implement the National Accreditation System for Continuing
Vocational Training. This system aims at:

ensuring quality assurance in vocational training

improving effectiveness of training services

reinforcing reliability in vocational training

linking vocational training with employment and the demands of the labour market

interlinking the systems of VET (linking initial with continuing vocational training systems)

promoting lifelong learning
EOPPEP has organized several helpful projects for VET trainers and institutions, but its actions are for
a wider audience and not in an individual basis for each specific problem or vocational institution. Also
these training are very rare, according to VET teachers’ needs.
Vocational Training Centers are – usually – the organization – in charge for organizing specific
education and support projects for their teachers, through European projects or by their own budget.
Essential issues for VET teachers in Greece
According to our experience in VET, and to given answers in the TLA questionnaire by our trainers,
the most common essential issues / problems that trainers use to face in their educational life is:
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trainees’ delay in classrooms
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lack of motivation
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cancelled lessons
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conflict and confrontation in classroom
VET teachers support in Greece
Except the formal general actions (seminars and trainings) that are mentioned before, and according
again to answered questionnaires, most of the times, there isn’t something organized inside the VET
institutions, like a permanent supporting service for teachers. Most of the times, they try to solve
issues among colleagues or with the Director of VET Center.
Subjects for further implementation
Analysis of questionnaire show us for sure the lack of supporting methods and tools for VET trainers,
but also their needs for further implementation of this field. Specifically, our trainers proposed several
tasks/ needs/ thoughts for VET system, such us:
-
Enrichment of knowledge in specific fields, like counseling, collaborative learning, crisis
management
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More workshops / less theories in seminars
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Easy access and practice in innovative methodologies and tools
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Need of ICT methods and learning models
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Participation in forum and seminars for these topics
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Networking / self help groups
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Lessons in time management
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Tools for learners’ motivation
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Need for update information
SOURCES/ REFERENCES
www.ekepis.gr
www.et.gr