HomeCategoryAPEL.Q Case studies

LabourNet: Bangalore-based social enterprise

Background

India is in the process of fully operationalizing frameworks like the National Skills Qualifications Framework (NSQF) as well as tools and mechanisms for the Recognition of Prior Learning (RPL). However, in the absence of full implementation of such frameworks, local institutions have developed their own solutions to the problem of creating a meaningful certificate of learning and other challenges around implementing RPL. One such initiative for workers in the construction sector has been developed by the Bangalore-based social enterprise LabourNet (City Guilds Manipal Global, 2012).

LabourNet is an initiative of MAYA (Movement for Alternatives and Youth Awareness), a non-governmental organization based in Bangalore. LabourNet’s vision is to transform the lives of informal sector workers (93% of India’s workforce) and help them to move from poverty, deprivation, and lack of social and economic mobility, to become strong, professionally competent and empowered workers.

Procedures and processes

RPL undertaken by LabourNet:

• makes use of formative assessment, which draws more attention to identification, and documentation of learning progress and gives feedback to learners;
• uses occupational standards as benchmarks that are accepted by an industry so that workers have an opportunity to get an appropriate employment after the training.
• evaluates the skills of carpenters, masons, plumbers and painters to identify the skills gaps so that it can train the right people for the right roles.
• provides a skills set level, in order to define the right (training) content and hence the instructional design to support it.

Assessment ensures that competences measured are relevant to a specific trade. This is undertaken by a team of industry experts, vocational experts, instructional design experts, content writers, and assessors.

Assessment starts with creation of a question bank by this expert team, who selects questions to be included in the test and arrange them in increasing order of difficulty so that those taking the test may be categorized as unskilled, semi-skilled or skilled. These questions are adapted from curricula and assessments developed in consultation with industry clients of LabourNet’s training programs.

Design and implementation of assessment tests include the following features:

• assessment drives are conducted together with worker registration drives for the LabourNet program as a whole, and are delivered with the support of labor coordinators who assemble workers for assessment;
• assessment is conducted on-site;
• delivery of tests is outsourced to a professional survey team. Evaluation of the tests is conducted centrally at LabourNet’s offices;
• report cards are prepared and mailed/couriered to labor coordinators for distribution to the workers;
• there is no standardized pathway from assessment to training;
• assessments and any follow-up training are currently offered free of charge to workers.

Within the construction industry LabourNet developed assessment tools for four trades (masonry, carpentry, painting and plumbing), taking into account content availability, subject matter availability, number of workers in the pipeline, and location of catchment areas where these workers are found.

Outcomes and ways forward

By 2012 LabourNet had registered 3500 workers of whom 3018 had been assessed; 600 of those assessed had yet to receive their report cards.

The key recommendations by LabourNet for the future are:

• to focus on clear communication about the goals and value of RPL to workers;
• the importance of properly trained assessors and standardized assessment procedures;
• securing the buy-in of stakeholders, particularly employers;
• recruiting and supporting learners;
• guaranteeing quality;
• designing suitable assessment environments;
• managing time and resource constraints;
• addressing issues of esteem with respect to formal training;
• the inherent value of recognition for its boost to workers’ self-esteem and sense of ownership of their work.

Introducing a national policy on RPL along with fully implementing the national qualifications framework would be a valuable part of an overall approach to improve access to training for Indian people; particularly those who may in the past have been excluded from education for whatever reason.

References

City Guilds Manipal Global. 2012. Credit Where Credit’s Due: Experiences with the Recognition of Prior Learning and Insights for India: A Case Study. Bangalore, City Guilds Manipal Global.

National Institute of Open Schooling (NIOS)

Background

The National Institute of Open Schooling (NIOS) has developed a policy framework for the Recognition of Prior Learning (RPL) (NIOS, 2013). The RPL framework includes generally agreed quality assurance principles, procedures, policies and processes to assess competences and skills acquired through non-formal and informal learning leading to National Skills Qualifications Framework (NSQF) awards as per the level of competency attained. NSQF also maps the levels acquired via RPL and through formal education.

Thirty per cent of the population of India is illiterate and only fifty per cent of students reach high school. About sixty per cent of school students leave school at different stages before reaching Class 10.

Procedures and processes

The activities around RPL are two-pronged:

• recognition of prior learning or qualifications acquired outside the formal learning path; and
• recognition of credits obtained through formal learning.

This will lead to options for personal or career development or to gain credit towards other qualifications or learning programmes to learners and workers who have the skills but no certificate to prove it. It will help learners and workers make clearer connections between the learning they have already achieved and future learning and/or career opportunities.

NIOS conducts assessments at several levels:

1. Open Basic Education (OBE);
2. For adult neo-literates (those who have completed a basic literacy programme) in co-operation with the National Literacy Mission Authority (NLMA);
3. Secondary and Senior Secondary levels;
4. Vocational Education.

1. The Open Basic Education (OBE) programme is implemented by the National Institute of Open Schooling (NIOS) with the aim of providing primary and upper primary level education through alternate means of open schooling to those who are unable to attend formal school or have left school without attaining a school leaving certificate. The OBE programme has been recognised by the Government of India as education different from but equivalent to the formal school for purposes of higher education and employment. Different states have indicated their interest in the programme for out-of-school children as well as for neo-literate adults (neo literates are those who have completed a basic course in literacy).

As part of the OBE program, NIOS provides qualifications equivalent to the formal educational system and develops learning programs for neo-literate adults. These qualifications give early school leavers and neo literate adults access to further studies. NIOS has also developed resource material including the skills programs for the A, B, C levels which are equivalent to class 3, class 5, and class 8 grades of formal schools. NIOS conducts assessments against learning outcomes standards at the VET levels (levels 1–4) of the NSQF, so that vocational skills and work experience may be assessed and avenues for certification and lifelong learning created.

2. NIOS assesses and certifies the competence levels of neo-literates under the national literacy programme of the Government of India called Sakshar Bharat(Literate India) (NLMA, 2010), launched in 2009. Assessment of neo‐literates includes:

• assessing the proficiency levels of functional literacy skills (3Rs) attained;
• recognizing the level of achievements at basic literacy levels through certification;
• enhancing informal experience; and
• providing access to appropriate learning and life skills through tailor-made equivalency programs.

For the implementation of the OBE programme, the NIOS has developed partnerships with about 341 agencies (voluntary, public and private) providing facilities at their study centres. The NIOS provides resource support (such as adaptation of NIOS model curricula, study materials, joint certification, orientation of resource persons and popularisation of OBE) to voluntary agencies as well as to governmental agencies at the district level, such as the Zila Saksharta Samities (ZSSs), for the implementation of its OBE programme. Its goals are to provide a learning continuum based on graded curriculum ensuring quality of education for out of school children, neo-literates, early school leavers and non-formal education (NFE) completers.

3. At the Secondary and Senior Secondary levels, NIOS provides flexibility in the choice of subjects/courses, accelerated learning, and transfer of credits (awarded through the Central Board of Secondary Education, the Board of School Education and State Open Schools) to enable learner’s continuation of education. A learner is offered as many as nine chances to appear in public examinations spread over a period of five years. The credits gained are accumulated until the learner clears the required credits for certification. The learning strategies include: learning through printed self-instructional material, audio and video programs, participating in personal contact program (PCP), and Tutor Marked Assignments (TMA). Enrichment is also provided to the learners through the half yearly magazine “Open Learning”. The study materials are made available in English, Hindi and Urdu languages. The On-Demand Examination System (ODES) is in operation at the Secondary and Senior Secondary stages. NIOS offers 26 subjects in seven languages (Hindi, English, Urdu, Marathi, Telugu, Gujarati, and Malayalam) for Secondary Examinations and 19 subjects in Hindi, English and Urdu mediums for Senior Secondary examinations. Besides these, NIOS has provision for offering vocational subjects in combination with academic subjects at the Secondary and Senior Secondary levels.

4. The Vocational Education program of NIOS provides prospects for the learners to become young entrepreneurs. It offers 86 vocational education programs in different areas such as Agriculture, Business and Commerce, Engineering and Technology, Health and Paramedical, Home Science and Hospitality Management, Teacher Training, Computer and Information Technology (IT) related sectors, Life Enrichment Programs and General Services. Knowledge, skills and qualities of entrepreneurship have been made essential components in curricula for Vocational Education with emphasis on practical and on the job training in related industrial units.

Outcomes and ways forward

NIOS supports literacy and post-literacy linked to vocational education.

NIOS has created alternative pathways through open and flexible education and training and meets individuals’ diverse learning needs.

As a way forward, NIOS is continually aligning its VET courses to meet the requirements of National Skills Qualifications Framework level descriptors.

References

Ministry of Human Resource Development. 2012. National Vocational Education Qualifications Framework (NVEQF) F. No.1-4/2011-VE, dated the 3rd September.New Delhi, Ministry of Human Resource Development. http://mhrd.gov.in/sites/upload_files/mhrd/files/EXECUTIVE%20ORDER.pdf(Accessed 22 January 2014).

Ministry of Finance. Department of Economic Affairs. Notification No. 8/6/2013-Invt. on the National Skills Qualifications Framework (NSQF). Gazette of India. Extraordinary, Part 1, Section 2. New Delhi, Ministry of Finance, Department of Economic Affairs. http://www.skilldevelopment.gov.in/sites/default/files/resources/NQSF_Notification_English

National Institute of Open Schooling (NIOS). 2005. Vocational Education and Training: A Framework on Curriculum Imperatives with a Focus on Knowledge Acquisition and Skills Development: Initiative through Open and Distance Learning. Ministry of Human Resources Development (MHRD). National Curriculum Framework (NCF). New Delhi, Government of India.

National Institute of Open Schooling (NIOS) and UNESCO Bangkok. 2006. Open Basic Education Programme: Models of Equivalency Programmes. Report of the Study of NIOS. New Delhi.

National Institute of Open Schooling (NIOS). Webpage of the Institute. www.nios.ac.in

National Institute of Open Learning (NIOS). 2013. Framework for Recognition of Prior Learning. Noida. NIOS. http://www.nios.ac.in/media/documents/Framework%20for%20Recognition%20of%20Prior%20Learning.pdf(Accessed 23 January 2014).

National Literacy Mission Authority. 2010. Saakshar Bharat. Centrally Sponsored Scheme. New Delhi, Department of School Education and Literacy. Ministry of Human Resource Development. New Delhi, NLMA.

Srivastava, M. and Jena, S. S. Is RPL a Myth in India? Digitallearning Magazine.2011.

UNESCO Institute for Lifelong Learning (UIL). Effective Literacy Practice. Saakshar Bharat Mission. Country profile: India. Hamburg, UIL.

APEL.Q in community colleges

Source: UNESCO UIL

RPL in the context of Texila Educational Management and Services in India

Source: UNESCO UIL

APEL.Q of workers in Hong Kong’s watch and clock industry

Validating and recognizing competences of counsellors in local employment agencies

Background

The ‘Back to Work Project’ (European Union, 2011) was conceived so that local employment agencies in Europe could better facilitate the matching process between competences relevant to the labour market and the prior competences and achievements of both unemployed people and migrants faced with the prospect of unemployment. The aim of the project, which ended in December 2012, was to develop and support mechanisms for recognizing and validating the real competences of workers, as well as to enable counsellors in local employment offices to use these mechanisms more widely and in a personalized way.

Validating competences acquired in non-formal and informal contexts is a means to shorten the period of unemployment and promote the transition into the world of work. The ‘Back to Work Project’ drew on innovative practices developed in past European Union projects. These included:

• Validation of Informal and Non Formal Psycho-Pedagogical Competencies of Adult Educators VINEPAC^[1] (Leonardo da Vinci Thematic actions, 2006 –2008, Project no: RO/06/C/F/TH -84201);

• Continuing Education Designed for Counsellors Working in Adult Education –ACCED^[2] (Grundtvig, 2005-2007, 225646-CP-1-2005-RO-Grundtvig-G11); and
• Assessing and validating skills and competences obtained in family life: FAMILY COMPETENCIES PORTFOLIO –FamCompass^[3] (Grundtvig –Multilateral project, 2007 –2009, Project No. 134054-LLP-1-2007-BE-GRUNDTVIG-GMP).

In Greece, the Manpower Employment Organization (OAED) is the public employment agency (PES) providing services to migrants and unemployed individuals regarding their re-integration into the labour market. The advisory services provided by the agency include counselling, career guidance, job search counselling and counselling for entrepreneurial initiatives. Unemployed people and migrants can visit OAED to develop career plans together with employment counsellors. These trained OAED counsellors develop an individual profile (including previous study, work experience, etc.) for unemployed individuals and immigrants, taking their respective career aspirations into consideration. The resulting personal career plan includes suggestions for further training and possible future job positions.

As a partner in the ‘Back to Work Project’, Greece developed mechanisms for recognizing and validating prior competences of counsellors working in local employment agencies so that counsellors could better facilitate the transition of migrants and unemployed individuals into the labour market.

Another project objective was to develop useful and easily applicable counselling instruments to help counsellors facilitate the validation of prior learning of migrants and unemployed, and to match these outcomes with opportunities on the labour market.

Procedures and processes

The following stages were necessary to validate counsellor competences:

1. Selection stage. Sixteen counsellors were selected as candidates in a coordination process involving the Prefecture of Central Macedonia, the OAED and private employment services and companies.
2. Self-assessment stage. Candidates assessed themselves against a framework of competences.
3. Interview. An expert counsellor interviewed the candidates and discussed assessment results.
4. Observation stage. Experts with at least fifteen years of professional work experience in counselling were employed to observe the validation process.
5. Consolidation stage. Through dialogue between the observer/assessor and the candidate/counsellor, the results of the two previous stages were consolidated.

Outcomes and ways forward

Of the sixteen counsellors selected, nine were certified.

The development and use of relevant tools was an important outcome. MOODLE, a self-assessment tool [operating in a Modular Object-Oriented Dynamic Learning Environment (MOODLE)] was made available to candidates/counsellors. MOODLE is a type of a sharing and learning platform used globally by several providers including high-profile universities. The Counselling Framework is another tool that facilitates validation of prior learning outcomes in relation to job opportunities. This framework can be used by counsellors, NGO representatives and assessors.

As the project was implemented across different EU countries, it promoted the exchange of best practices in the field of validation and counselling of the unemployed.

References

CEDEFOP. 2014. European Inventory on Validation of Non-formal and Informal learning Country report Greece.  http://libserver.cedefop.europa.eu/vetelib/2014/87059_EL.pdf (Accessed 21 January 2016).

European Union. 2011. Back to Work – Counselling Returning Migrants and Unemployed.  http://backwork.eu (Accessed 21 January 2016).

Recognition and certification of non-formal learning and skills of public sector employees

Background

In 2010, the Government of Greece created the Training Certification System^[1] to support the certification of learning outcomes of public sector employees acquired in non-formal learning settings. A Central Certification Committee (KEP) coordinates the different training provisions and the certification process.

Procedures and processes

The 2010 government decision foresaw that the Training Certification System would be a comprehensive framework of principles and procedures consisting of three distinct axes:

• the accreditation of educational institutions;
• the accreditation of training programmes; and
• the certification of knowledge and skills.

The Training Certification System for public sector employees includes seminars and training procedures conducted by:

• the National Centre of Public Administration and Local Government (EKDDA);
• other public sector institutes and public universities;
• Technical and Vocational Institutes (TEIs), which are located within the tertiary education system;
• the European Institute of Public Administration;
• the Social Polycentre of ADEDY; and
• the Inter-Balkan Institute of Public Administration.

The assessment of knowledge, skills and competences is based on the learning objectives of the training programme. Assessment is managed by individual institutions and can include multiple-choice tests, open questions, case studies or other assignments. Successful candidates receive a certificate linked to credit points that are taken into account towards an employee’s promotion within the public sector (according to law 3528/2007, article 85). Remaining candidates are awarded a certificate of participation.

Outcomes and ways forward

The award of credit points and the certification process enable public servants to gain awareness of their own skills and to exploit their potential in their respective areas of work. The Training Certification System can enhance the skills and knowledge of public servants and promote a more positive attitude towards lifelong learning.

References

CEDEFOP. 2014. European Inventory on Validation of Non-formal and Informal learning: Country report Greece. https://cumulus.cedefop.europa.eu/files/vetelib/2014/87059_EL.pdf

Certification of adult trainers in non-formal learning

Background

Following the enactment of law 4115/2013, adult trainers for publically funded non-formal learning programmes must have their educational knowledge, skills and competences certified.

In the past, the National Accreditation Centre for Lifelong Learning Providers (EKEPIS) trained, certified and registered adult trainers. This centre operated from 2001 until 2011. However, the National Centre for the Certification of Lifelong Learning Providers (EKEPIS), the National Organization for Qualification Certification (EOPP) and the National Centre for Vocational Guidance (EKEP) merged into a single statutory body in 2011, known as the National Organization for the Certification of Qualifications and Vocational Guidance (EOPPEP). In 2012, a new certification system for adult trainers of non-formal learning was established with contributions from the General Secretariat of Lifelong Learning and EOPPEP as the main authority managing the system (Ministerial Decision no. ΓΠ/20082/ΦΕΚ Β’ 2844/23-10-2012).

Procedures and processes

According to EOPPEP^[1], development and implementation of a comprehensive and innovative accreditation system for teaching qualifications gained by adult trainers in non-formal learning settings should respond to the following new social, economic and educational needs:

• the education system should be geared to learning outcomes;
• education curricula should be linked to the labour market and should enhance social partners’ involvement in human resources development;
• trainers’ activities in non-formal education should be expanded, including adult education; and
• knowledge, skills and competences of adult trainers should be updated.

EOPPEP has taken the following steps to implement the new certification process for certifying adult trainers fully, taking their prior learning into account. The organization:

• developed an e-application;
• created an inventory of certification examination centres;
• introduced a pool of questions for the theoretical part of the examination process to be published on the organization’s website; and
• transferred all relevant applications and e-portfolio data from nearly 25,000 trainers of non-formal learning into a new database.

The certification process is only open to candidates from three categories:

1. those who meet certain criteria such as faculty membership in higher education institutions with the grade of professor, associate professor or assistant professor in the field of lifelong learning, adult education, or continuing education and training. These candidates are exempt from the assessment process and are certified directly;
2. those who have specific educational qualifications or a minimum of 150 hours of relevant adult training experience. These candidates are eligible to sit for the certification examination; and
3. those who have neither relevant professional or teaching experience nor a qualification applicable to the field of adult learning but have successfully completed a training-the-trainers program. These candidates are eligible to sit for the certification examination.

The examination procedure consists of a theoretical part (written tests) and a practical part (a ‘microteaching’ – i.e. 20 minutes of teaching on a specific subject chosen by the candidate – and a short interview with the candidate regarding the presentation. The theoretical and applied knowledge, skills and competences are tested against specific occupational standards. According to these standards, the candidates are examined in subjects such as educational policy, principles of lifelong learning, educational methods and techniques, learning materials, self-evaluation and continuous development. The examination is conducted in examination centres certified by EOPPEP.

Outcomes and ways forward

In October 2014, the examination procedure was conducted on a pilot basis and was accessible by candidates who were officially entered in the EKEPIS register of non-formal trainers.

Since June 2015, EOPPEP has conducted examinations for the certification of adult trainers of non-formal education. According to EOPPEP^[2], 3,800 out of 4,034 applicants were eligible to enrol in the certificate examinations. From the 2,774 candidates who sat for the examination, 2,338 passed[3]. The successful candidates acquired a teaching qualification permitting them to teach in publically funded non-formal adult education programmes pursuant to Law 3879, Article 19.3 (GOG 163/A/21.09.2010) on the Development of Lifelong Learning. EOPPEP announced that an examination procedure will be carried out in the next phase, in which more candidates can participate.

Already-certified adult trainers are now included in a register specifically for training in non-formal contexts. Each certified trainer formulates and maintains his/her own electronic qualifications portfolio (e-portfolio), which includes trainers’ education and training, professional experience and the competences, skills, and knowledge accumulated.

References

CEDEFOP. 2014. European Inventory on Validation of Non-formal and Informal Learning: Country report Greece.  http://libserver.cedefop.europa.eu/vetelib/2014/87059_EL.pdf (Accessed 18 January 2016).

CEDEFOP. 2016. 2016 Update to the European Inventory on Validation of Non-formal and Informal Learning: Draft Country report Greece. (The draft country report awaits quality assurance and content validation).

Source: UNESCO UIL

Certification in Greek language competence for non-native speakers

Background

The first steps taken in teaching Greek to foreigners (mostly potential university students in Greek universities) started in 1962. However, from the 1970s onwards, the School of Modern Greek at the University of Thessaloniki, the Institute for Balkan Studies and the School of Foreign Languages at the University of Athens Mensa organized the first established courses. Greek was also taught in organizations, institutions and private language centres. Today, several Greek universities and private institutions in various parts of Greece offer courses in Greek as a second/foreign language.

Up until 1998, the only certificates of attainment in Greek as a foreign language that were recognized by the Greek state were those issued by the School of Modern Greek of Aristotle University of Thessaloniki and its counterpart in the School of Arts at the University of Athens. The Ministry of Education established the Certificate of Attainment in Greek legally in November 1998 with the Presidential Decree 363/15.10.

Procedures and processes

The Centre for the Greek Language (CGL) provides overall support and promotion of the Greek language in Greece and abroad, and is also responsible for issues related to language education and policy. CGL is a private law body supervised by the Greek Ministry of Education and cooperating with the Ministries of Culture and Foreign Affairs. CGL operates as a coordinating, consultative and executive body of the state.

Today, there are several non-formal learning programmes for foreigners to learn the Greek language.

1. The General Secretariat for Lifelong Learning offers non-formal learning courses that lead to the Greek Language Competence Certificate. These courses also include elements of Greek history and culture. This is a prerequisite for obtaining a long-stay permit in Greece, according to Presidential Decree 150/2006 (FEK Α΄ 160). A2 level certification is increasingly in demand for jobs in the wider public sector and in the private sector, such as municipal cleaners, taxi drivers and nurses. As these occupations are in demand from foreigners, there is surmounting interest to obtain the A2 level certification.
2. The Ministry of Education also offers the National Language Certificate that any individual can attain by passing examinations, regardless of how the language skills were obtained. Organizations in the public and the private sectors recognize this certificate, and it is also a mandatory requirement when applying for public sector positions.
3. Some universities and other institutions such as the School of Modern Greek Language of the National University of Athens, the School of Modern Greek Language of the Aristotle University of Thessaloniki, the Democritus University of Thrace, the University of Ioannina and the Institute for Balkan Studies offer Greek language courses for non-native speakers. Participants receive the Certificate of Attainment in Greek after completing the course successfully.

Certification levels

The Greek Language Competence Certificate has six certification levels: A1 and A2 (basic user), B1 and B2 (independent user) and C1 and C2 (proficient user). The Presidential Decree 60/30-6-2010 of May 2011 established these levels in accordance with the Common European Framework of Reference for Languages of the Council of Europe^[1].

Adequate knowledge of the Greek language as well as historical and cultural elements are necessary for attaining level B1, determined through an examination carried out under the responsibility of the CGL.

Assessment criteria

Assessment at all levels comprises the evaluation of the four classic linguistic skills, namely listening comprehension, reading comprehension, writing and speaking. At levels B2, C1 and C2, one more skill is added, namely, the use of language related to the candidate’s morpho-syntactic and vocabulary knowledge.

Methods of assessment

• Closed type (e.g. true/false questions, multiple choice questions, filling gaps in text) or open type exercises (mainly short notes) are used to assess reading and listening;
• Oral discussions in pairs are used to evaluate speaking skills;
• The written test emphasizes the candidate’s competence to understand essential details of certain subjects used in everyday life such as newspaper advertisements, radio and television press announcements, operating manuals, messages and comments. Candidates are also expected to use the Greek language efficiently within a given communicative context and to express personal opinions, write a letter, transmit information and compose short essays;
• the texts used in the written test are authentic texts that are edited and adapted to conform to each certification level; and
• a written test is also conducted with questions relating to basic elements of Greek history and culture.

Since 1999, the Centre for Greek Language (CGL) has been responsible for awarding the official Certificate of Attainment in Greek, in particular, the division for the support and promotion of the Greek language. Candidates can also take the examinations abroad in designated centres  according to art. 10 par. 1 and 2 of Statute 2413/1996 (ΦΕΚ 124/τ. Α΄/17-6-96) and Presidential Decree 363/1998 (ΦΕΚ 242/τ. Α΄/29-10-98).

The examination process is open to third-country nationals who are at least sixteen years old and reside legally in Greece (except the examination for the A1 level in which the participants can be also children between the ages of eight and twelve years or teenagers).

Examination centres certified by the CGL conduct a one-day examination. Experienced CGL evaluators grade the examination papers.

Outcomes and ways forward

The Certificate of Attainment in Greek language is being used by foreigners to practice various professions on the labour market. Moreover, foreigners holding the certificate and fulfilling other necessary criteria can be employed as a civil servant in Greece or register at a higher education institution, if they do not hold a Greek secondary education certificate (P.D. 138/9-7-99).

The recognition of Greek language competence is expected to be facilitated through an online system that supports the electronic submission of applications. Therefore, applicants can apply electronically and do not have to visit the examination centres. The online system was piloted in 2014 and rolled out for all examination centres in 2015.

References

CEDEFOP. 2014. European Inventory on Validation of Non-formal and Informal Learning: Country report Greece.  http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/validation-greece-2014 (Accessed 19 January 2016).

CEDEFOP. 2016. 2016 Update to the European Inventory on Validation of Non-formal and Informal Learning: Draft country report Greece. (The draft country report awaits quality assurance content validation).

Greece. Ministry of Education, Lifelong Learning and Religious Affairs. 2012. Guide to the Examination for the Certificate of Attainment in Greek. Thessaloniki, Ministry of Education, Lifelong Learning and Religious Affairs, Centre for the Greek Language.

Source: UNESCO UIL

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